The Effects of Blog-Based Learning on Pre-service Science Teachers' Internet Self-efficacy and Understanding of Atmosphere-Related Environmental Issues

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dc.authorid0000-0002-3048-0215en_US
dc.authorscopusid36543836700en_US
dc.authorwosidAAV-7917-2021en_US
dc.contributor.authorKahraman, Sakıp
dc.date.accessioned2024-12-19T10:15:33Z
dc.date.available2024-12-19T10:15:33Z
dc.date.issued2021en_US
dc.departmentFakülteler, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü
dc.description.abstractThe aim of the study was to investigate the effects of blog-based learning (BBL) on pre-service science teachers’ Internet self-efficacy and understanding of atmosphere-related environmental problems (AREPs). The working group of the study consisted of 89 pre-service science teachers. The participants were divided into groups, and each group was asked to perform the following activities in sequence: (1) accessing scientific documents (e.g. articles, books) and reading them individually, (2) coming together in groups to discuss the scientific knowledge extracted by each group member and preparing a presentation about the issue discussed, (3) sharing findings and engaging groups in a discussion of issues, and (4) developing a blog using the knowledge from the discussions within and between groups. In this study, single-group pretest-posttest experimental design was used. To collect data, the Internet Self-efficacy Scale (ISS), the Atmosphere-related Environmental Problems Diagnostic Test (AREPDiT), and the Opinion Questionnaire about Blogging (OQaB) were used. The results revealed that the subjects’ ISS and AREPDiT post-test mean scores were significantly higher than their pre-test mean scores and that their misconceptions about AREPs were substantially eliminated by the intervention. The subjects’ responses to the blog use were generally positive.en_US
dc.identifier.citationKahraman, S. (2021). The Effects of Blog-Based Learning on Pre-service Science Teachers’ Internet Self-efficacy and Understanding of Atmosphere-Related Environmental Issues. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 186–206. https://doi.org/10.1007/s42330-021-00137-7en_US
dc.identifier.doi10.1007/s42330-021-00137-7
dc.identifier.endpage206en_US
dc.identifier.issn1492-6156
dc.identifier.issn1942-4051
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85102812000
dc.identifier.startpage186en_US
dc.identifier.urihttps://doi.org/10.1007/s42330-021-00137-7
dc.identifier.urihttps://hdl.handle.net/20.500.12428/6761
dc.identifier.volume21en_US
dc.identifier.wosWOS:000629124500001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorKahraman, Sakıp
dc.language.isoen
dc.publisherSpringer Science and Business Media Deutschland GmbHen_US
dc.relation.ispartofCanadian Journal of Science, Mathematics and Technology Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAtmosphere-related environmental problemsen_US
dc.subjectBlogen_US
dc.subjectICTen_US
dc.subjectInternet self-efficacyen_US
dc.titleThe Effects of Blog-Based Learning on Pre-service Science Teachers' Internet Self-efficacy and Understanding of Atmosphere-Related Environmental Issues
dc.typeArticle

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