Abstract:

Abstract The purpose of this research is to reveal the experiences of social studies pre-service teachers regarding the web 2.0 tools they use as a Material Design lesson in Social Studies Teaching and their opinions based on these experiences. The case study design, one of the qualitative research methods, was used in the research. The study group of the research consists of seven pre-service teachers who are studying in a state university Social Studies Teaching program in the spring semester of the 2021-2022 academic year. The application stages of the research were carried out in 2-hour classes for six weeks within the scope of the Material Design in Social Studies Teaching course. The research data were collected at the end of face-to-face interviews with each pre-service teacher after the implementation phases were completed. The data obtained were analyzed by the content analysis method, and diagrams containing themes, sub-themes, and codes were created and presented with their frequencies. It was determined as a result of the research that the pre-service teachers preferred the applications chosen by them to produce content because of their features such as ease of use, the richness of content, being usable in the classroom, and being interesting. Regarding content creation processes, it was seen that they enjoyed preparing colorful designs, using applications, learning new information, and designing puzzles/games/digital stories. However, it was observed that they had difficulties because there were paid options in the applications, the language of the application was English, it was difficult to understand the use of the application, and not everyone had a computer. Pre-service teachers thought that the use of web 2.0 tools in social studies lessons would have positive effects on teachers, students, and educational environments they suggested that these tools should be used by all teachers, their usage licenses should be purchased by the Ministry of National Education or school administrations, schools and classrooms should be improved in terms of technological facilities and tools, and in-service training should be organized.

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