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

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.