Journal of Pedagogical Sociology and Psychology
The use of Thinglink Web 2.0 Tool in out-of-school learning environments in mathematics teaching: Pre-service teachers' experiences
Ayşegül Aslan 1 * , Duygu Arabacı 2
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1 Trabzon University, Fatih Faculty of Education, Trabzon, Türkiye
2 Düzce University, Faculty of Education, Düzce, Türkiye
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 3, pp. 263-282
https://doi.org/10.33902/jpsp.202323919

Article Type: Research Article

Published Online: 20 Oct 2023

Views: 261 | Downloads: 182

ABSTRACT
The aim of this study is, examining the experiences of the pre-service mathematics teachers (PMTs) on the use of Thinglink Web 2.0 tool in out-of-school learning environments in mathematics teaching. Within this study, a descriptive case study methodology was employed. This study was conducted during the 2022-2023 academic year and involved a total of 60participants, consisting of 49 females and 11 males. The participants were PMTs who were in their sixth semester and were enrolled in the 'Out of School Learning Environments' course at a university. Within the scope of the research, the 11-week part of the 'Out of School Learning Environments' course was conducted theoretically, and the 3-week part included presentations containing Out-of-School Learning Activities Designed Using Thinglink prepared by PMTs. The data utilized in this research emanates from two primary sources: Out-of-School Learning Activities Designed Using Thinglink (OSLADTs) and course materials, including lesson plans, worksheets, and brochures, all of which were developed by PMTs. To address the research inquiries, content analysis was employed to examine the PMTs' OSLADTs and course materials. Content analysis was employed to assess the alignment of the OSLADTs and course materials (lesson plans and worksheets), created by PMTs, with the criteria established by Bunting (2006) for defining out-of-school learning activities. In conclusion, this study underscores the positive impact of OSLADTs on mathematics education when effectively integrated into the curriculum by PMTs. The findings suggest that OSLADTs hold significant potential for enhancing students' engagement, understanding, and appreciation of mathematical concepts.
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In-text citation: (Aslan & Arabacı, 2023)
Reference: Aslan, A., & Arabacı, D. (2023). The use of Thinglink Web 2.0 Tool in out-of-school learning environments in mathematics teaching: Pre-service teachers' experiences. Journal of Pedagogical Sociology and Psychology, 5(3), 263-282. https://doi.org/10.33902/jpsp.202323919
In-text citation: (1), (2), (3), etc.
Reference: Aslan A, Arabacı D. The use of Thinglink Web 2.0 Tool in out-of-school learning environments in mathematics teaching: Pre-service teachers' experiences. Journal of Pedagogical Sociology and Psychology. 2023;5(3), 263-282. https://doi.org/10.33902/jpsp.202323919
In-text citation: (1), (2), (3), etc.
Reference: Aslan A, Arabacı D. The use of Thinglink Web 2.0 Tool in out-of-school learning environments in mathematics teaching: Pre-service teachers' experiences. Journal of Pedagogical Sociology and Psychology. 2023;5(3):263-82. https://doi.org/10.33902/jpsp.202323919
In-text citation: (Aslan and Arabacı, 2023)
Reference: Aslan, Ayşegül, and Duygu Arabacı. "The use of Thinglink Web 2.0 Tool in out-of-school learning environments in mathematics teaching: Pre-service teachers' experiences". Journal of Pedagogical Sociology and Psychology 2023 5 no. 3 (2023): 263-282. https://doi.org/10.33902/jpsp.202323919
In-text citation: (Aslan and Arabacı, 2023)
Reference: Aslan, A., and Arabacı, D. (2023). The use of Thinglink Web 2.0 Tool in out-of-school learning environments in mathematics teaching: Pre-service teachers' experiences. Journal of Pedagogical Sociology and Psychology, 5(3), pp. 263-282. https://doi.org/10.33902/jpsp.202323919
In-text citation: (Aslan and Arabacı, 2023)
Reference: Aslan, Ayşegül et al. "The use of Thinglink Web 2.0 Tool in out-of-school learning environments in mathematics teaching: Pre-service teachers' experiences". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 3, 2023, pp. 263-282. https://doi.org/10.33902/jpsp.202323919
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