The Use of Technology-Integrated Writing-to-Learn Activities in Science Classroom: The Views and Practices of Pre-Service Teachers

Abstract

The aim of this study was to explain how technology-integrated (kotobee application) and non-technology-integrated writing activities can be used in the classroom environment in Chemistry I course and to reveal students' views on two different writing activities. The participants of the study consist of 20 freshmen pre-service science teachers enrolled at a state university located in the Central Anatolia Region in Türkiye. In the study, the process of applying and evaluating writing activities for learning purposes in science classes is explained in detail. In order to get the opinions of the participants about the implementation process, open-ended questions about the activities were asked after the implementation, and the answers were coded. As a result of the research, while the majority of the students stated that they preferred technology-integrated writing activities because it gave them the opportunity to use visuals more effectively, other students stated that they preferred writing by hand because they had difficulty using kotobee, and that writing by hand was easier and more accessible. Based on these results, it has been suggested that the technology education of students for technology-integrated writing activities can be expanded and a longer time should be given for writing activities.