Background The increasing emphasis on student-centered and technology-enhanced learning has positioned Web 2.0 applications as powerful tools for promoting collaborative inquiry and active knowledge construction in science education. Web 2.0 tools used for educational purposes in schools provide students with opportunities to engage in enjoyable and meaningful learning experiences simultaneously. This study focuses on examining the effects of Web 2.0 tools on both the academic achievement and attitudes toward the science course of Turkish primary school students participating in science activities.Purpose This study aims to determine the effect of the science activities supported by the Web 2.0 applications including Learningapps, Quizlet, Plickers, Wordwall ve Hihaho on fourth grade students’ achievement and attitudes towards Science Course.Sample The sample consisted of 47 students who participated in this study from a primary school in Turkey. In the experimental group consisting of 24 students, the course developed by the researcher was taught using materials utilizing Web 2.0 technologies. The functioning of the Science curriculum established over the 7 week period was improved by integrating Web 2.0 tools at various stages, including capturing interest, clarifying the subject matter, and assessing the topic. Design and Method The study was based on a model in which quantitative data analysis included independent and dependent samples t-tests, Mann Whitney U tests, Wilcoxon signed-rank tests.Result The results indicate that the use of Web 2.0 tools contributed to an increase in student success. Results from the science course attitude scale, which was administered using a Web 2.0 tool, revealed that 50% of the experimental group identified Science as their favorite subject, 63% expressed enjoyment of the activities, 67% showed a willingness to engage in the course, and 75% felt comfortable during the course.
Özer et al. (Wed,) studied this question.