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The Effects of Web 2.0 Tools Supported Inquiry-Based Activities on Students Attitudes Towards Chemistry Lesson

Erhan EKİCİ, Gülhizar DÖNER AYDOĞAN Download Article PDF

In this study, it was aimed to examine the effects of inquiry-based activities supported by web 2.0 tools on the attitudes of students towards the chemistry lesson in the unit of 'Acids, Bases and Salts' in the 10th grade chemistry lesson. Considering the relevant achievements in the 2018 chemistry curriculum and using the web 2.0 tools Padlet and Quizizz, the activities prepared were implemented, and the "Chemistry Lesson Attitude Scale", which was adapted into Turkish by Şenocak, was used as a data collection tool. The study, which was carried out with a quasi-experimental design with pretest-posttest control group, was carried out in the second term of the 2021-2022 academic year, in a high school in the Germencik district of Aydın, with a total of 51 students, one experimental (n=26) and one control (n=25) group. In the seven-week study, while the experimental group and the web 2.0 tools Padlet and Quizizz were used, the lessons were taught according to the current curriculum in the control group. As a result of the research, no significant difference was reached in the attitudes of the students towards the chemistry course. When the sub-dimensions of the chemistry attitude scale were examined, a significant difference was determined in favor of the pretest only in the "evaluative beliefs about school chemistry" of the control group.