Pre-service Chemistry Teachers' Knowledge and Experience with Web 2.0 Tools

Abstract

Web 2.0 tools consist of a series of internet-based applications that allow users to create and share content interactively across many different disciplines. In chemistry education, Web 2.0 tools are frequently used because they help concretize concepts that are difficult to grasp at the particle level, provide an interactive learning environment, encourage students to collaborate, and, most importantly, overcome time and space limitations by granting students access to resources from anywhere, at any time. This study focused on pre-service chemistry teachers (PCTs) and aimed to examine their knowledge and experiences with Web 2.0 tools. The study was conducted using a qualitative approach with 62 PCTs during the spring term of the 2023-2024 academic year. Data were collected through open-ended questions and interviews. The findings revealed that more than half of the PCTs had heard of Web 2.0 tools, especially Kahoot, and that they were mostly introduced to these tools through field education courses. When examining their views on the advantages and disadvantages of using Web 2.0 tools, it was found that they suggested fewer disadvantages compared to the advantages. The most commonly mentioned advantage was the tools' facilitation of learning, while the most common disadvantage was the need for technological equipment. Additionally, it was found that they referred to the potential for Web 2.0 tools to cause misconceptions in chemistry education as a possible disadvantage. It is recommended that future research focus on the knowledge and experiences of PCTs, particularly in relation to Web 3.0, which offers artificial intelligence support, and Web 4.0, which includes both artificial intelligence and augmented reality support, especially in the context of chemistry teaching and learning.