Integrating Web 2.0 Tools into Science Teaching: Implications for Conceptual Understanding and Student Perspectives
DOI:
https://doi.org/10.46328/ijtes.5498Keywords:
Conduction of electricity, Web 2.0, Conceptual understandingAbstract
The aim of this study is to develop a guiding material supported by Web 2.0 tools for the “Conduction of Electricity” unit in the 6th grade science course and to examine conceptual learning and student opinions about the process. The action research method, one of the qualitative research designs, was used in the study. The sample of the study consisted of 21 6th grade students. A Conceptual Understanding Test consisting of 15 open-ended questions developed by the researcher and a semi-structured interview consisting of 5 open-ended questions were used as data collection tools. According to the results of the Wilcoxon signed-rank test conducted on the conceptual understanding pre- and post-test scores, a statistically significant difference was obtained (z=-4.02, p<.05). After further analysis of the conceptual understanding test, it was determined that students made significant progress from the "No Understanding" level to the "Complete Understanding" level on the basis of all acquisitions; interactive and student-centered teaching practices supported by Web 2.0 tools strengthened conceptual understanding. In addition, student opinions reveal that Web 2.0 tools contribute positively not only to academic achievement but also to students' attitudes towards learning, class participation, digital competence, and interdisciplinary skills.
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