The Effect of Problem-Based Learning Method Supported by Web 2.0 Tools on Academic Achievement and Critical Thinking Skills in Teacher Education

Abstract

Designing learning and teaching processes in line with technology and contemporary approaches in knowledge societies, in which the twenty-first century skills gain importance, is considered as a necessity for the development of lifelong learners. In order to train individuals equipped with higher order thinking skills such as problem-solving, critical and creative thinking, the teachers are also expected to possess these skills. The study discusses the impact of teacher training programmes within this context. The purpose of the study is to determine the effect of problem-based learning method supported by Web 2.0 tools on teacher candidates’ academic success levels and critical thinking skills. In addition, identifying the views of teacher candidates in the experiment group was also targeted. A total of 72 teacher candidates, studying at the Faculty of Education of a private university, took part in the study. In the study designed with experimental design with pre-test-post-test control group, the participants were selected with random method and placed in groups accordingly. The implementation was carried out during the assessment and evaluation course. The study is limited with the applications of quizizz, mindmeister and padlet among Web 2.0 tools. Each application is preferred for a different purpose. The implementation period of the study lasted for a total of 10 weeks. The study employs a mixed method approach in which qualitative and quantitative methods used together. While the academic achievement levels of teacher candidates for the assessment and evaluation course are determined by the “academic achievement test for the assessment and evaluation course”, their critical thinking skills are determined by the “critical thinking standards scale for the teacher candidates”. The views of the teacher candidates about the applications were determined by the qualitative data obtained from the “interview form”. In the study, between the experimental group in which the problem-based learning method supported by Web 2.0 tools are employed and the control group in which the traditional methods are used, a significant difference was identified in favour of the experimental group in the academic achievement levels for the course. In a similar line, problem-based learning method supported by Web 2.0 tools has been found to be effective in developing teacher candidates’ critical thinking skills. At the end of 10  weeks, it is identified that the teacher candidates in the experimental group were pleased with the activities and had positive opinions about the applications. Teacher candidates stated that through the acquisition of higher-level behaviours, they felt themselves ready for the teaching profession and their skills for learning to learn were improved.