Research Article
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Year 2022, Volume: 9 Issue: 1, 73 - 97, 01.01.2022
https://doi.org/10.17275/per.22.5.9.1

Abstract

References

  • Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.doi::10.1016/j.iheduc.2008.05.002
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  • Bolatlı, Z., & Korucu, A. (2018). Secondary school students' feedback on course processing and collaborative learning with web 2.0 tools-supported stem activities. Bartın University Journal of Faculty of Education , 7 (2) , 456-478.
  • Bugawa, A. M., & Mirzal, A. (2017). The impact of web 2.0 technologies on the learning experience of students in higher education: a review. International Journal of Web-Based Learning and Teaching Technologies, 13( 3), 1-17.
  • Bünül, R. (2019). Fen alanları öğretmen adaylarının web 2.0 araçlarının öğretimde kullanımına ilişkin görüşleri [The views of preservice science teachers about the use of web 2.0 tools in teaching]. (Unpublished Master’s Thesis). Dicle University, Institute of Educational Sciences, Diyarbakır.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı: istatistik, araştırma deseni, spss uygulamaları ve yorum[Data analysis handbook for social sciences: statistics, research design, spss applications and interpretation]. Ankara: Pegem Academy Publ.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri[Scientific research methods]. Ankara: Pegem Publ.
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  • Chunyan, L., Haitao, C., & Guolin, L. (2014). The effect of web2.0 on learning management system. International Journal of Multimedia and Ubiquitous Engineering, 9 (10), 67-78.
  • Creswell, J. H. (2017). Karma Yöntem Araştırmalarına Giriş[Introduction to Mixed Method Research]. (Trant, Mustafa Sözbilir.). Ankara: Pegem Academy.
  • Çalışkan, S., Güney, Z., Sakhieva, R. G., Vasbieva, D. G., & Zaitseva, N. A. (2019). Teachers' views on the availability of web 2.0 tools in education. International Journal of Emerging Technologies in Learning (iJET), 14(22): 70-81.
  • Elmas, R., & Geban, Ö. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), s.243-254.
  • Eze, E. M. (2016). Awareness and use of web 2.0 tools by LIS students at university of Nigeria, Nsukka, Enugu State, Nigeria. Library Philosophy & Practice (e- journal). Retrieved from: journal). 1355. http://digitalcommons.unl.edu/libphilprac/1355.
  • Gray, K., Thompson, C., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as web 2.0 authors: implications for assessment design and conduct. Australasian Journal of Educational Technology , 26 (1), 105-121.
  • Gülnar, M.,&Acar, S. (2018). Bilgisayar ve öğretim teknolojileri eğitimi bölümü öğrencilerinin bilgi okuryazarlığı özyeterlik algılarının web 2.0 teknolojileri kullanma durumlarına göre incelenmesi [An investigation of ıct students’ information literacy self-efficacy perceptions according to their web 2.0 technology use]. Journal of the National Academy of Education, 2(1), 54-65. Retrieved from https://dergipark.org.tr/tr/pub/uead/issue/36657/397337.
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  • Hartshorne, R., & Ajjan, H. (2009). Examining student decisions to adopt web 2.0 technologies: theory and empirical tests. Journal of Computer High Education, 21, 183-198 https://doi.org/10.1007/s12528-009-9023-6
  • Hoic-Bozic, N., Holenko Dlab, M., & Mornar, V. (2016). Recommender system and web 2.0 tools to enhance a blended learning model. IEEE Transactions on Education, 59(1), 39-44.
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Investigation of the Effect of Web 2.0 Supported 5E Learning Model on Students' Success and Opinion in Teaching Pressure Unit in Distance Education

Year 2022, Volume: 9 Issue: 1, 73 - 97, 01.01.2022
https://doi.org/10.17275/per.22.5.9.1

Abstract

The purpose of this study is to examine the effects of using Web 2.0 tools in accordance with the 5E learning model on the academic success and views of students in teaching the Pressure unit to eighth-grade students in distance education. A total of 41 students, 21 of whom are in the experiment group and 20 of them are in the control group, studying in the eighth grade in a state secondary school in Sakarya, Turkey were included. The activities created with Web 2.0 tools in accordance with the 5E learning model were applied to the experimental group, and the activities in the science lesson curriculum were applied to the control group through distance education. Explanatory sequential mixed method design was used. The quantitative data of the research were collected by the Pressure Unit Achievement Test. The achievement test was applied to the both groups before and after the process. Qualitative data were collected with a structured interview form with all of the students in the experimental group at the end of the process. The quantitative data were analyzed with t-test and analysis of covariance (ANCOVA). Descriptive analysis was used for qualitative data. Based on the results, it was determined that the academic achievement of the experimental group students increased by showing a significant difference compared to the control group students. It was seen that the experimental group students' opinions about the activities created with web 2.0 tools are generally positive. In line with the results obtained as a result of the study, it is recommended that Web 2.0 tools are frequently used by teachers in the science course, and at the same time, researchers are recommended to study the effects of other learning models on success or other variables in different subjects and grade levels.

References

  • Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.doi::10.1016/j.iheduc.2008.05.002
  • Aktaş, M. (2013). Fen ve teknoloji dersinde uzaktan eğitimin öğrencilerin akademik başarı ve tutumları üzerindeki etkisi [The effect of web-based distance education on academic success and attitudes of students in science and technology lesson]. (Unpublished Master's Thesis). Bülent Ecevit University, Institute of Social Sciences, Zonguldak.
  • Alpar, D., Batdal, G., & Avcı, Y. (2007). Öğrenci merkezli eğitimde eğitim teknolojileri uygulamaları [Educational technologies in student-centered education applications]. Hasan Ali Yücel Journal of the Faculty of Education, 7 (1), 9-31. Retrieved from https://dergipark.org.tr/tr/pub/iuhayefd/issue/8786/109853.
  • Altun, A. (2008). Yapılandırmacı Öğretim Sürecinde Wiki Kullanımı [Using wiki in constructivist teaching process]. In International Educational Technology Conference (IETC), Eskişehir, Türkiye.
  • Aytan, T., & Başal, A. (2015). Türkçe Öğretmen Adaylarının Web 2.0 Araçlarına Yönelik Algılarının İncelenmesi [Investigation of the perceptions of pre-service Turkish teachers towards web 2.0 tools]. Turkish Studies (Electronic), 10 (7), 149-166. DOI:10.7827/TurkishStudies.8388
  • Bakioğlu, B., & Çevik, M. (2020). COVID-19 Pandemisi Sürecinde Fen Bilimleri Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri [Science teachers' views on distance education in the covıd-19 pandemic process]. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
  • Baig, M. A. (2011). A critical study of effectiveness of online learning on students’ achivments. İ-manager’s Journal of Educational Technology, 7(4).
  • Ballıel Ünal, B. (2017). Web Tabanlı Uzaktan Eğitimin Fen Bilimleri Konularında Öğrenci Başarısına Etkisi [Effect of web-based distance education on student achievement in science education]. International Journal of Turkish Educational Sciences, 5(9), 481-490. Retrieved from https://dergipark.org.tr/tr/pub/goputeb/issue/34356/381085
  • Benzer, A. (2017). Dijital çağda öğretim teknolojileri ile türkçe eğitim [Turkish education with instructional technologies in the digital age]. Ankara:TTGV.
  • Bolatlı, Z., & Korucu, A. (2018). Secondary school students' feedback on course processing and collaborative learning with web 2.0 tools-supported stem activities. Bartın University Journal of Faculty of Education , 7 (2) , 456-478.
  • Bugawa, A. M., & Mirzal, A. (2017). The impact of web 2.0 technologies on the learning experience of students in higher education: a review. International Journal of Web-Based Learning and Teaching Technologies, 13( 3), 1-17.
  • Bünül, R. (2019). Fen alanları öğretmen adaylarının web 2.0 araçlarının öğretimde kullanımına ilişkin görüşleri [The views of preservice science teachers about the use of web 2.0 tools in teaching]. (Unpublished Master’s Thesis). Dicle University, Institute of Educational Sciences, Diyarbakır.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı: istatistik, araştırma deseni, spss uygulamaları ve yorum[Data analysis handbook for social sciences: statistics, research design, spss applications and interpretation]. Ankara: Pegem Academy Publ.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri[Scientific research methods]. Ankara: Pegem Publ.
  • Bybee, R.W. (2014). The bscs 5e instructional model: personal reflections and contemporary implications. Guest Editorial,10-13.
  • Chunyan, L., Haitao, C., & Guolin, L. (2014). The effect of web2.0 on learning management system. International Journal of Multimedia and Ubiquitous Engineering, 9 (10), 67-78.
  • Creswell, J. H. (2017). Karma Yöntem Araştırmalarına Giriş[Introduction to Mixed Method Research]. (Trant, Mustafa Sözbilir.). Ankara: Pegem Academy.
  • Çalışkan, S., Güney, Z., Sakhieva, R. G., Vasbieva, D. G., & Zaitseva, N. A. (2019). Teachers' views on the availability of web 2.0 tools in education. International Journal of Emerging Technologies in Learning (iJET), 14(22): 70-81.
  • Elmas, R., & Geban, Ö. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), s.243-254.
  • Eze, E. M. (2016). Awareness and use of web 2.0 tools by LIS students at university of Nigeria, Nsukka, Enugu State, Nigeria. Library Philosophy & Practice (e- journal). Retrieved from: journal). 1355. http://digitalcommons.unl.edu/libphilprac/1355.
  • Gray, K., Thompson, C., Sheard, J., Clerehan, R., & Hamilton, M. (2010). Students as web 2.0 authors: implications for assessment design and conduct. Australasian Journal of Educational Technology , 26 (1), 105-121.
  • Gülnar, M.,&Acar, S. (2018). Bilgisayar ve öğretim teknolojileri eğitimi bölümü öğrencilerinin bilgi okuryazarlığı özyeterlik algılarının web 2.0 teknolojileri kullanma durumlarına göre incelenmesi [An investigation of ıct students’ information literacy self-efficacy perceptions according to their web 2.0 technology use]. Journal of the National Academy of Education, 2(1), 54-65. Retrieved from https://dergipark.org.tr/tr/pub/uead/issue/36657/397337.
  • Gündoğdu, M. M., & Korucu, A. T. (2018). Ağ Günlükleri Teknolojisi İle Geliştirilmiş İşbirlikli Öğrenme Ortamının Ortaokul Öğrencilerinin Akademik Başarıları İle Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerilerine Ve Motivasyon Düzeylerine Etkisi [The Effects of Collaborative Learning Developed with Blog Technology on Reflecting Thinking Skills Towards Problem Solving and Motivation Levels and on Academic Success of Secondary School Students]. Anadolu University Journal of Education Faculty, 2(3), 196-226.
  • Gürleroğlu, L. (2019). 5e modeline uygun web 2.0 uygulamaları ile gerçekleştirilen fen bilimleri öğretiminin öğrenci başarısına motivasyonuna tutumuna ve dijital okuryazarlığına etkisinin incelenmesi [Examination of the effect of science teaching conducted with web 2.0 applications in accordance with the 5e model on student achievement motivation, attitude and digital literacy].(Unpublished Master's Thesis).Marmara University, Institute of Educational Sciences, İstanbul.
  • Hartshorne, R., & Ajjan, H. (2009). Examining student decisions to adopt web 2.0 technologies: theory and empirical tests. Journal of Computer High Education, 21, 183-198 https://doi.org/10.1007/s12528-009-9023-6
  • Hoic-Bozic, N., Holenko Dlab, M., & Mornar, V. (2016). Recommender system and web 2.0 tools to enhance a blended learning model. IEEE Transactions on Education, 59(1), 39-44.
  • Horzum, M. B. (2010). Öğretmenlerin web 2.0 araçlarından haberdarlığı, kullanım sıklıkları ve amaçlarının çeşitli değişkenler açısından incelenmesi [Investigating teachers’ Web 2.0 tools awareness, frequency and purposes of usage in terms of different variables]. International Journal of Human Sciences,7(1). Retrieved from: https://www.acarindex.com/dosyalar/makale/acarindex-1423936655.pdf
  • Karaman, S., Yıldırım, S., & Kaban, A. (2008, December). Web 2.0 Uygulamalarının Eğitimde Kullanımına İlişkin Araştırmalar ve Sonuçları [Research and results on the use of web 2.0 applications in education]. XIII. In Turkey Internet Conference Proceedings, 35-40. Ankara Turkey.
  • Kaynar, T. (2019). Web 2.0 Araçlarının yabancı dil öğretiminde kullanımı [The use of Web 2.0 Tools in foreign language teaching].(Unpublished Master's Thesis).Marmara University, Institute of Educational Sciences, İstanbul.
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There are 59 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ceyda Balcı Çömez 0000-0001-9550-7514

Erkan Çavumirza 0000-0001-7688-6723

Mehtap Yıldırım 0000-0001-7398-8396

Publication Date January 1, 2022
Acceptance Date July 8, 2021
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Balcı Çömez, C., Çavumirza, E., & Yıldırım, M. (2022). Investigation of the Effect of Web 2.0 Supported 5E Learning Model on Students’ Success and Opinion in Teaching Pressure Unit in Distance Education. Participatory Educational Research, 9(1), 73-97. https://doi.org/10.17275/per.22.5.9.1