Prospective Science Teachers' Self-Efficacy Beliefs and Perspectives on Instructional Technologies in Science Education: Online Instructional Technology Training

Esra Benli Özdemir

doi:10.30703/cije.1474402

TR EN

Fen Bilgisi Öğretmen Adaylarının Fen Eğitiminde Öğretim Teknolojilerine Yönelik Özyeterlik İnançları ve Görüşleri: Çevrimiçi Öğretim Teknolojisi Eğitimi

Öz

Bu araştırmanın amacı, çevrim içi olarak düzenlenen öğretim teknolojileri eğitimi kapsamında uygulanan web 2.0 araçları ile dijital öğretim materyali hazırlama etkinliklerinin fen bilgisi öğretmen adaylarının öğretim teknolojileri özyeterlik inançları ve görüşleri üzerine etkisinin araştırılmasıdır. Araştırmada açıklayıcı karma yöntem araştırma modeli kullanılmıştır. Araştırmanın çalışma grubu, 2022-2023 eğitim ve öğretim yılı bahar döneminde Ankara’da bir üniversitede birinci sınıfta öğrenim görmekte olan 41 (nerkek=3, nkız=38) fen bilgisi öğretmen adayından oluşmaktadır. Fen bilgisi öğretmen adayları çevrim içi olarak on hafta boyunca öğretim teknolojileri eğitimi kapsamında web 2.0 araçları ile dijital öğretim materyali hazırlama ile ilgili etkinliklere katılmışlardır. Araştırmanın nicel verileri, “Fen Eğitiminde Öğretim Teknolojileri Özyeterlik Ölçeği” ile ön ve son test olarak uygulanması sonucu elde edilmiştir. Nitel veriler ise, “Fen Eğitiminde Öğretim Teknolojilerine Yönelik Yarı Yapılandırılmış Görüşme Formu” ile toplanmıştır. Nicel verilerin analizinde SPSS programı, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Elde edilen sonuçlara göre, çevrim içi olarak düzenlenen web 2.0 araçları ile dijital öğretim materyali hazırlama etkinliklerinin öğretmen adaylarının öğretim teknolojileri özyeterlik inançlarının gelişiminde olumlu ve yüksek düzeyde etkiye sahip olduğu görülmüştür. Uygulama sonrasında yapılan görüşmelerde, öğretmen adaylarının web 2.0 dijital öğretim araçlarının fen eğitiminde kullanımının deneyim kazanmalarını ve teknolojik yetkinliğe sahip olmalarını sağladığı ortaya çıkmıştır.

Anahtar Kelimeler

Prospective Science Teachers' Self-Efficacy Beliefs and Perspectives on Instructional Technologies in Science Education: Online Instructional Technology Training

Abstract

This study aims to investigate the effects of activities focused on preparing digital teaching materials using web 2.0 tools, conducted within the framework of online instructional technology training, on prospective science teachers' self-efficacy beliefs and perspectives regarding instructional technologies. In this research, an explanatory mixed-method model was used. A quasi-experimental pre-test and post-test design without a control group was employed in the study. The study group consisted of 41 (nmale=3, nfemale=38) science prospective teachers enrolled in the first year at a university in Ankara. Science prospective teachers participated in activities related to preparing digital teaching materials using Web 2.0 tools for ten weeks as part of their online instructional technology training. The study's quantitative data were obtained by administering the “Self-Efficacy Scale for Instructional Technologies in Science Education" as pre-and post-tests. Qualitative data were collected by using a "Semi-Structured Interview Form on Instructional Technologies in Science Education." The results indicated that the activities focused on preparing digital teaching materials using web 2.0 tools conducted online positively and significantly impacted the development of prospective science teachers’ self-efficacy beliefs in instructional technologies. Interviews conducted after the implementation revealed that using web 2.0 digital teaching tools in science education enabled prospective teachers to gain teaching professional experience and technological competence.

Keywords

Teşekkür

Teşekkür eder, iyi çalışmalar dilerim.

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Fen Bilgisi Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Esra Benli Özdemir ^*
0000-0002-2246-2420
Türkiye

Erken Görünüm Tarihi

19 Haziran 2025

Yayımlanma Tarihi

24 Haziran 2025

Gönderilme Tarihi

27 Nisan 2024

Kabul Tarihi

15 Mayıs 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 14 Sayı: 2

DOI

https://doi.org/10.30703/cije.1474402

IZ

https://izlik.org/JA22BK39UP

Kaynak Göster

RIS / Bibtex

APA

Benli Özdemir, E. (2025). Prospective Science Teachers’ Self-Efficacy Beliefs and Perspectives on Instructional Technologies in Science Education: Online Instructional Technology Training. Cumhuriyet Uluslararası Eğitim Dergisi, 14(2), 370-389. https://doi.org/10.30703/cije.1474402