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
More Detail
1 Trabzon University, Fatih Faculty of Education, Trabzon, Türkiye
2 Düzce University, Faculty of Education, Düzce, Türkiye
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

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: 845 | Downloads: 552

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.
KEYWORDS
Thinglink out-of-school learning mathematics education pre-service teachers
SUPPLEMENTARY FILES
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
REFERENCES
  • Asatillayevna, U.G. (2022). The role of internet resources in language skills development. Central Asian Journal of Mathematical Theory and Computer Sciences, 3(4), 30-32. https://doi.org/10.17605/OSF.IO/T39YH
  • Aslan, A., & Demircioğlu, G. (2019). Designing an ınteractive out-of-class chemistry environment and assessing the effectiveness of the environment from the participants’ experiences. YYU Journal of Education Faculty, 16(1), 278-314. http://dx.doi.org/10.23891/efdyyu.2019.126
  • Aslan, A., Batman, D., & Durukan, Ü.G., (2023). Academics’ perspective on out-of-school learning environments. Turkish Journal of Education, 12(1), 28-49. https://doi.org/10.19128/turje.1182732
  • Başaran, M., & Kılınçarslan, R. (2021). Effectiveness of games designed with Web 2.0 tools in the process of initial literacy teaching in distance education. Türkiye Education Journal, 6(1), 186-199.
  • Batista, J. A. F. A., Souza, M. M. P., Barros, T. D., Gupta, N., & Reis, M. J. C. S. (2022). Using the ThingLink computer tool to create a meaningful environmental learning scenario. EAI Endorsed Transactions on Smart Cities, 6(17), 1-8. http://dx.doi.org/10.4108/eai.21-22022.173457
  • Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9, 235–245. http://dx.doi.org/10.12973/ijese.2014.213a
  • Berg, T. B, Achiam, M, Poulsen, K. M., Sanderhoff, L. B., & Tøttrup, A. P. (2021). The role and value of out-of-school environments in science education for 21st century skills. Frontiers in Education, 6, 674541. https://doi.org/10.3389/feduc.2021.674541
  • Bolat, Y., & Köroğlu, M. (2020). Out-of-school learning and scale of regulating out-of-school learning: Validity and reliability study. International Journal of Education Technology and Scientific Researches, 5(13), 1630-1663.
  • Bolliger, D. U., & Shepherd, C. E. (2017). An investigation of mobile Technologies and Web 2.0 tools use in outdoor education programs. Journal of Outdoor Recreation, Education, and Leadership, 9(2), 181–196. https://doi.org/10.18666/JOREL-2017-V9-I2-8228
  • Bonotto, C. (2005). How informal out-of-school mathematics can help students make sense of formal in-school mathematics: The case of multiplying by decimal numbers. Mathematical thinking and learning, 7(4), 313-344. https://doi.org/10.1207/s15327833mtl0704_3
  • Bozkurt, A., & Ucar, H. (2020). Blockchain technology as a bridging infrastructure among formal, non-formal, and informal learning processes. In R. Sharma, H. Yildirim, & G. Kurubacak (Eds.), Blockchain technology applications in education (pp. 1-15). IGI Global. https://doi.org/10.4018/978-1-5225-9478-9.ch001
  • Bunting, C. J. (2006). Interdisciplinary teaching through outdoor education. Human Kinetics.
  • Büyükkurt, G. (2023). Analysing of science and mathematics teachers' opinions on the integration of out of school learning environments into the lessons (Publication no. 786143) [Master’s thesis, Kahramanmaraş Sütçü İmam University]. Council of Higher Education Thesis Center.
  • Bybee, R.W., Taylor, A. J., Gardner, A., Van Scotteer P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Springs.
  • Chmiliar, I. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582- 583). Sage.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Araştırma yöntemleri desen ve analiz [Research methods, design and analysis]. Anı.
  • Collis, B., & Moonen, J. (2008). Web 2.0 tools and processes in higher education: Quality perspectives. Educational Media International, 45(2), 93-106. https://doi.org/10.1080/09523980802107179
  • Çağlakpınar, B., (2022). Analysis of out-of-school learning environments guidebooks in terms of primary school mathematics curriculum outcomes (Publication no. 751546) [Master’s thesis, İnönü University]. Council of Higher Education Thesis Center.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. Celepler Pub.
  • Demircioğlu, G., & Aslan, A. (2018). A review on Turkish graduate studies performed on out-of-school learning environments. Karadeniz Technical University Journal of Social Sciences Institute, 8(16), 379-402.
  • Dib, C. Z. (1988). Formal, non‐formal and informal education: concepts/applicability. AIP Conference Proceedings, 173(1), 300-315.
  • Dillon, J., Rickinson, M., & Teamey, K. (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, 8(320), 107-111.
  • Duatepe-Paksu, A., Kazak, S., & Çontay, E. G. (2022). Evaluation of mathematics activities performed in out-of-school environments: "Mathematics Everywhere" Project. MSKU Journal of Education, 9(2), 541-558. https://doi.org/10.21666/muefd.1094581
  • Edwards-Smith, A. (2022). Learning through exploration and experience using ThingLink. In T. Betts, & P. Oprandi (Eds.), 100 ideas for active learning. Active Learning Network. https://doi.org/10.20919/OPXR1032/102
  • Ekiz, D. (2015). Bilimsel araştırma yöntemleri [Scientific research methods]. Anı.
  • Elmas, R., & Geban, Ö. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), 243-254.
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171–190. https://doi.org/10.1007/s10956-006-9027-1
  • Glowinski, I., & Bayrhuber, H. (2011). Student labs on a university campus as a type of out-of-school learning environment: Assessing the potential to promote students' interest in science. International Journal of Environmental and Science Education, 6(4), 371-392.
  • Haidari, S. M. (2023). The effects of out-of-school learning activities on student outcomes: A mixed-research synthesis (Publication no. 748390) [Doctoral dissertation, Mersin University]. Council of Higher Education Thesis Center.
  • Haji, S., Abdullah, M. I., Maizora, S., & Yumiati, Y. (2017). Developing students’ ability of mathematical connection through using outdoor mathematics learning. Infinity Journal, 6(1), 11-20. https://doi.org/10.22460/infinity.v6i1.234
  • Hamilton-Ekeke, J. (2007). Relative effectiveness of expository and field trip methods of teaching on students’ achievement in ecology. International Journal of Science Education, 29(15), 1869–1889. https://doi.org/10.1080/09500690601101664
  • Heflich, D. A., Dixon, J. K., & Davis, K. S. (2001). Taking it to the field: The authentic integration of mathematics and technology in inquiry-based science instruction. Journal of Computers in Mathematics and Science Teaching, 20, 99–112.
  • Henriksson, A. C. (2018). Primary school teachers' perceptions of out of school learning within science education. LUMAT: International Journal on Math, Science and Technology Education, 6(2), 9-26.
  • Horzum, M. B. (2010). Investigating teachers’ Web 2.0 tools awareness, frequency and purposes of usage in terms of different variables. International Journal of Human Sciences, 7(1), 603-634.
  • Johnson, M., & Majewska, D. (2022). Formal, nonformal and informal learning: What are they, and how can were search them? Research Report. Cambridge University Press.
  • Karademir, E. (2013). Determination of objectives realization at outdoor science education activities of teachers and pre-service teachers by the theory of planned behavior within the scope of science and technology lesson (Publication no. 339042) [Doctoral dissertation, Hacettepe University]. Council of Higher Education Thesis Center.
  • Kisiel, J. F. (2003). Teachers, museums and worksheets: A closer look at a learning experience. Journal of Science Teacher Education, 14(1), 3–21.
  • Krombab, A., & Harms, U. (2008). Acquiring knowledge about biodiversity in a museum - Are worksheets effective? Journal of Biological Education, 42(4), 157–163.
  • Kulakli, A., & Mahony, S. (2014). Knowledge creation and sharing with Web 2.0 tools for teaching and learning roles in so-called University 2.0. Procedia-Social and Behavioral Sciences, 150, 648-657.
  • Laçin Şimşek, C., (2011). Fen öğretiminde okul dışı öğrenme ortamları [Out-of-school learning environments in science teaching]. Pegem.
  • Lehrer, R., & Schauble, L. (2002). Symbolic communication in mathematics and science: Co-constituting inscription and thought. In E. Amsel & J. P. Byrnes (Eds.), Language, literacy, and cognitive development: The development and consequences of symbolic communication (pp. 167–192). Erlbaum.
  • Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A., & Oliver, M. (2009). Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16‐year‐old students. Learning, Media and Technology, 34(2), 87-104.
  • Luckin, R., Logan, K., Clark, W., Graber, R., Oliver, M., & Mee, A. (2008). Learners' use of Web 2.0 technologies in and out of school in Key Stages 3 and 4. Becta.
  • McKeeman, L., & Oviedo, B. (2015). 21st century world language classrooms: Technology to support cultural competence. In A. J. Moeller (Ed.), Learn languages, explore cultures, transform lives (pp. 105-132). Report of the Central States Conference on the Teaching of Foreign Languages.
  • Melnic, A. S., & Botez, N. (2014). Formal, non-formal and informal interdependence in education. Economy Trans disciplinarity Cognition, 17(1), 113-118.
  • Miles, M. B., & Huberman, A. M. (1990). Qualitative data analysis. Sage.
  • Murphy, P. E. L. (2017). Student approaches to learning, conceptions of mathematics, and successful outcomes in learning mathematics. In L. N. Wood & Y. A. Breyer (Eds.), Success in Higher Education (pp. 75–93). Springer Singapore. https://doi.org/10.1007/978-981-10-2791-8_5
  • National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Author.
  • NC Department of Public Instruction. (2018). North Carolina standard course of study: Third grade mathematics. Author.
  • Nygren, H., Nissinen, K., Hämäläinen, R., & De Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759-1770.
  • Özdemir, B. (2019). The effect of using out-of-school learning environments on academic achievement, motivation and retention in teaching 7th grade 'Solar system and beyond' unit (Publication no. 601362) [Master’s thesis, Çanakkale Onsekiz Mart University]. Council of Higher Education Thesis Center.
  • Öztürk, N., & Bozkurt Altan, E. (2018). An Out-of-school learning environment: Sinop Children’s University. International Journal Of Humanities And Education, 5(10), 370–381.
  • Remmen, K. B., & Iversen, E. (2022). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning, 23(4), 433-451. https://doi.org/10.1080/14729679.2022.2027796
  • Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M.Y., Sanders, D., & Benefield, P. A. (2004). A review of research on outdoor learning. Field Studies Council.
  • Salout, S. S., Behzadi, M.-H., Shahvarani, A., & Manuchehri, M. (2013). Students’ conception about the relation of mathematics to real-life. Mathematics Education Trends and Research, 1–7. https://doi.org/10.5899/2013/metr-00009
  • Sarıoğlan, A. B., & Küçüközer, H. (2017). Investigation of preservice science teachers' opinions regarded to outdoor school learning environments. Journal of Research in Informal Environments, 2(1), 1–15.
  • Schneiderhan-Opel, J., & Bogner, F. X. (2021). The effect of environmental values on German primary school students’ knowledge on water supply. Water, 13, 702. https://doi.org/10.3390/w13050702
  • Sontay, G., Tutar, M., & Karamustafaoğlu, O. (2016). Student views about “Science Teaching with Outdoor Learning Environments”: Planetarium tour. Journal of Research in Informal Environments (JRINEN), 1(1), 1–24.
  • Şahin, A. & Asal Özkan, R. (2023). Analysis of postgraduate theses on out of school learning environments between 2010-2022. Sakarya University Journal of Education Faculty, 23(1), 70-81. https://doi.org/10.53629/sakaefd.1282463
  • Şen, A. İ. (2021). Okul dışı öğrenme nedir? [What is the out-of-school learning?] In A. İ. Şen (Ed.), Okul dışı öğrenme ortamları [Out-of-school learning environments] (pp. 2-18). Pegem.
  • Şentürk, B. (2020, June, 5-6). Making Teaching & Learning Digital: Yes! We Need it through a Pandemic. In S. Mirici (Ed.), GLOBETSonline: International Conference on Education, Technology and Science: Conference Proceedings (pp. 24-37). GLOBETS.
  • Tatlı, Z., Akbulut, H. İ., & Altınışık, D. (2016). The impact of web 2.0 tools on pre-service teachers’ self confidence levels about TPCK. Turkish Journal of Computer and Mathematics Education, 7(3), 659.
  • Thinglink. (2023). ThingLink for teachers and schools. https://www.thinglink.com/en-us/edu
  • Ulu, M. (2019). Opinions of the experts on employing creative drama as a method in social studies teaching in the museum. Creative Drama Journal, 14(2), 263-280.
  • Wager, A. A. (2012). Incorporating out-of-school mathematics: From cultural context to embedded practice. Journal of Mathematics Teacher Education, 15, 9-23. https://doi.org/10.1007/s10857-011-9199-3
  • Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of educational research, 83(2), 211-235. https://doi.org/10.3102/0034654313475824
  • Yeasmin, M. (2017). Mathematics is everywhere- Connecting with other disciplines. International Journal of Applied Research, 3(6), 750-754.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.