Web 2.0 Tools Supported Innovative Applications in Science Education Based on the Context-Based Learning Approach

Introduction1

In the developing world, technology is rapidly changing and developing. Therefore, we need to use technology best in every field of daily life. Today, with the development of technology, our daily lives are affected in every respect. Education is one of the departments that is most affected by technological developments. The more developments in the field of technology increase, the more education is affected by this increase. The technology used in education facilitates comprehension, objectifies many subjects, provides the opportunity to access information quickly, and reduces inequality in education by reaching a broad audience. Due to the conditions of the period in which the students live, it is expected that they have some features such as being able to critically approach the problems around them, perform analysis and synthesis, work together, be open to innovations in the developing world, and think virtually as well as have technology literacy (Altıok, Yükseltürk & Üçgül, 2017).

Teachers and students, who are an element of our education system, are also greatly affected by technological innovations. Teachers must decide which technologies they will use in education, their knowledge skills, and what contribution the technologies will make to learning outcomes and activities (Pamuk, Ülken & Dilek, 2012). One of the technologies that teachers should use in education is Web 2.0. These tools are used in web technologies. They have benefits such as information processing, fast communication, simple access to information, online data preparation, visual richness, and providing access to people of all age groups at a level that they can easily reach (Altun, 2008). Thanks to the benefits and convenience of Web 2.0 tools in education, they positively support every individual in their education. In addition to these, it also offers convenience in getting feedback. Teachers are thought to have to be sufficiently skilled in educational technologies. They have teacher field knowledge to use technology at a level sufficient for educational subjects with developing technology, to have sufficient knowledge on these subjects, to use appropriate methods and techniques appropriate to the subject, and to prepare an effective participation environment in the classroom. (İlhan, 2004). It is also necessary for teachers to update their knowledge about learning approaches to use appropriate methods and techniques in their lessons.

Context-based learning is one of the most up-to-date approaches in education. So, what is “context”? De Jong (2008) answers the question: “Context is a situation that helps students make sense of scientific rules, concepts, and laws.” In context-based learning, basic concepts are transferred by associating them with daily life. Creating context between daily life and course content is more complicated than one might think. Because the subjects of chemistry courses are interconnected and have a spiral structure, special care should be taken to prepare the contexts in the chemistry course (Bennett, Grasel, Parchmann, & Waddington, 2005). For this reason, the role of teachers and context-based teaching approaches are crucial to effectively implementing context-based teaching. The research aims to design and develop innovative materials supported by Web 2.0 tools to offer solutions to the problems of science and technology teachers in science education based on the context-based learning approach.