Özet:

With the development of technology toward the end of in the 20^th century, the increased knowledge has led to changes in many dimensions, including peoples lives, lifestyles, educational levels, and cultural backgrounds. Education has an important role in this development. The use of technology in the education process ensures efficient teaching environments. The developments in technology today make web 2.0 tools important, and one of these developments is a rich learning environment for students and teachers. The aim of the research is to review the impact of the web 2.0 tools lesson implementation on the academic achievements of students and their attitudes toward the social information lesson, which are used in the 4 gain of the class 6^th social information lesson ‘‘Journey to History’’ learning area. To achieve this goal, a descriptive sequential pattern has been applied from mixed research models where quantitative research and qualitative research methods are used together. In 2021-2022 academic year, the research was conducted with 39 students who were studying at the cumhuriyet secondary school of Uşak province Karahalli district. The study group of the research has been selected with the appropriate sampling method for easy access. The seven-week study was conducted with implementation prepared by using web 2.0 tools in the experimental group, while the control group studied with implementation in the teaching program. Quantitative data, academic success test and social information lesson are obtained with attitude scale and analyzed with independent sample t-test, dependent sample t-test and substance statistics in the SPSS 25.0 package program. Qualitative data is collected in a semi structured interview form, where students write their thoughts on the teaching supported by web 2.0 implementation. The ideas that students have stated in the interview form have been analyzed by parsing into themes, subthemes, and codes with the descriptive analysis method. The research revealed that the study group with the web 2.0 tools and the study group had a significant difference in success levels in relation to the control group that was processing their lessons according to the current program. However, as a result of the social studies lesson, which is covered by web 2.0 tools, it has been determined that students do not make a significant difference in their attitude toward the social studies lesson. In the semi-structured interview form, the students of the experiment group stated that they are happy to use web 2.0 tools in the social studies lesson and that they want to process their lessons using these tools in other lesson.

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