Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi
Yazarlar: Fatma BİLGİCAN YILMAZ, Ozlem KARAKOC-TOPAL, Serap ÖZ AYDIN
Konular:Eğitim, Eğitim Araştırmaları
DOI:10.51960/jitte.887951
Anahtar Kelimeler:Experiment,Instructional design,Teaching of DNA topic,Web 2.0 tools
Özet: Technology, which has entered our lives rapidly and has been developing every day, has started to have an important place in the education and training process. In addition to teaching methods aimed at making students active, it is important to integrate technology with education via Web 2.0 tools to make students an active person who reaches information, transforms, inquires its source, and produces new information. Besides, students have difficulty in understanding genetic issues, and teaching this topic with 21st-century skills and technologies will contribute to the understanding of abstract concepts. In this study, it is aimed to design and apply technology integrated activities teaching DNA subject for biology teacher students. In the study, an experimental pattern embedded mixed research methods, which is suitable for situations where different points of the same phenomenon should be examined, was used. The sample of the study consists of 2nd-grade students of Biology Teacher Education of a public university. Qualitative and quantitative data were obtained from the same sample. DNA Knowledge Test was prepared by the researchers to determine the effectiveness of the instructional design which was designed according to the 5E learning model on DNA subject. The test has been finalized with validity and reliability analysis. The test was finalized with validity and reliability analysis. The instructional design includes web 2.0 tools and an experiment on the subject. The dependent sample t-test was used in the analysis of quantitative data, and descriptive analysis was used in the analysis of qualitative data, and it was interpreted by combining qualitative and quantitative data. As a result of the analysis of the data obtained from the DNA success test applied to determine the effectiveness of the instructional design, it is seen that the instructional design contributes to the learning of the subject (p= .037; t(10)=-2.412). Opinions received from prospective teachers at the end of the subject; It is that these activities that provide active learning are educational and understandable, they can make students enjoy the lesson by entertaining them, it will attract the attention of many senses, and they can provide the understanding and permanent learning. For this reason, it is considered necessary to encourage and support teachers and prospective teachers in the use of appropriate technologies in teaching subjects.