Integrating experiences of prospective science teachers in developing materials with web 2.0 tools within the context of student-led instructional activities

Abstract

The purpose of this study is to determine the experiences, opinions, and achievements of prospective science teachers (PST) regarding the process of developing digital instructional materials using Web 2.0 tools based on student-led instruction (SLI) activities. The study was conducted with 24 prospective science teachers who were taking the Instructional Technologies and Material Design course for the first time. In this mixed-methods experimental (or intervention) design, quantitative data were collected using the “Self-Efficacy Scale of Teachers’ Digital Teaching Material Development” (SESTDTMD), while qualitative data were obtained through feedback forms, peer and self-assessment reports, and focus group interviews. Quantitative findings indicate a significant increase in digital material design competence and self-efficacy levels following the implementation. Qualitative findings, on the other hand, revealed that prospective teachers achieved multidimensional and rich gains across five themes (deepening their perspectives on technology and pedagogical awareness, and achieving multidimensional and rich gains in professional, personal, social, and emotional domains). When the findings were evaluated together, it was concluded that digital material design activities were effective in gaining awareness of teacher candidates regarding the roles and behaviors of teachers who design and manage the teaching and learning process. Recommendations are presented within this framework.

https://doi.org/10.34105/j.kmel.2026.18.018