Examination Of Preservice Science Teachers' Views On Web 2.0 Tools

The aim of this study is to examine science teacher candidates’ views on Web 2.0 tools. The research was conducted during the 2024–2025 academic year with 29 science teacher candidates at a university in western Turkey, using a qualitative case study design. Participants were selected through criterion sampling based on whether they had taken a course related to Web 2.0 tools. Data were collected through written opinion forms and face-to-face interviews, and analyzed using content analysis. The findings revealed that teacher candidates perceive Web 2.0 tools as highly functional and multidimensional in both teaching and learning processes. They emphasized that these tools contribute significantly to enriching lesson content, increasing student participation, creating personalized learning environments, and supporting material development. Advantages such as virtual experiment opportunities, time management, and instructional support were also highlighted. The study concludes that Web 2.0 tools offer interactive, student-centered, and constructivist learning environments, making them effective in science education. As a recommendation, future research could explore the use of Web 2.0 tools across different subjects and grade levels to gain broader insights.