INVESTIGATION OF SCIENCE TEACHERS' VIEWS ON KAHOOT, SOCRATIVE, QUIZIZZ AND MY QUIZ APPLICATIONS, WHICH ARE WEB 2.0 BASED ASSESSMENT AND EVALUATION TOOLS

Hasan Otlu, Hediye Gülşah Otlu, Derya Sönmez

Abstract


In this study, it is aimed to examine the views of Science teachers about Kahoot, Socrative, Quizizz and My Quiz applications, which are Web 2.0 based assessment-evaluation tools. The study group of the research consists of 5 science teachers working in public schools in Karapınar district of Konya province in the 2022-2023 academic year. The study group was selected by convenience sampling method, which is one of the purposive sampling methods. The phenomenology design, which is one of the qualitative research methods, was used in the research. The data were obtained with a semi-structured interview form. The pilot study of the questions in the interview form was carried out with a total of 3 science students who were outside the study group and volunteered for the interview. After the pilot study, it was checked whether the interview form was clear, understandable and suitable for examining the research problem, and the semi-structured interview form was given its final form. After the semi-structured interview form applied to the study group, the data were evaluated by content analysis and the findings obtained in this context; It is gathered under three main themes as Cognitive Competence, Affective Competence and Technological Competence. Each theme is grouped into sub-themes. Science teachers stated that the Web 2.0-based assessment and evaluation tools Socrative, Kahoot, Quizizz, and My Quiz applications mostly attract attention, contribute to meaningful and permanent learning, and help in collecting motivation. In addition, science teachers stated that they carry out technology-supported education activities using Web 2.0-based activities.

 

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Web 2.0 based assessment and evaluation tools, qualitative research, content analysis, phenomenology, convenience sampling

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DOI: http://dx.doi.org/10.46827/ejes.v10i9.4975

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