Using WebQuest and Wiki Activities in Chemistry Courses: Pre-Service Elementary Teachers’ Views and their Motivation to Learn Chemistry

Abstract This study aims to determine pre-service elementary teachers’ views with regard to evaluating the effectiveness of WebQuest and Wiki activities prepared for general chemistry courses. It also aims to detect the effects of these activities on pre-service elementary teachers’ levels of motivation to learn chemistry. For this aim, we used a mixed method research design. Data were gathered using focus group interviews and the ‘Chemistry Motivation Questionnaire’. The sample of the study consisted of 111 pre-service elementary teachers from two different universities. The frequency of the pre-service teachers’ logging into WebQuest and Wiki activities of the Moodle Learning Management Systems were monitored. The qualitative result of the study shows that both systems made cognitive contributions to pre-service teachers and attracted their interest at the sensory level. As for the quantitative analysis, the results of our study indicate that pre-service teachers had positive views toward using WebQuest or Wiki activities in courses, whereas their motivation to learn chemistry did not increase. A positive, significant relationship but at a low level was observed between pre-service teachers’ motivation to learn chemistry and the frequency of logging into Wiki activities.  Key words: Chemistry Course; Moodle; Motivation; WebQuest; Wiki. --- Sažetak Ovim istraživanjem pokusat ce se odrediti stavovi buducih ucitelja vezani uz procjenu ucinkovitosti primjene WebQuesta i Wikija pripremljenih za nastavu opce kemije. Također se nastoje otkriti ucinci njihove primjene na razinu motivacije buducih ucitelja za ucenje kemije. S tom svrhom koristili smo se mjesovitom metodologijom istraživanja. Podaci su dobiveni koristeci se intervjuima u fokus grupama i upitnikom 'Chemistry Motivation Questionnaire'. Uzorak ispitanika sastojao se od 11 buducih ucitelja s dva sveucilista. Promatrala se ucestalost prijavljivanja na WebQust i Wiki sustave putem Moodle sustava za upravljanje ucenjem/poucavanjem. Rezultati kvalitativne analize pokazali su da je primjena oba sustava imala kognitivni doprinos za buduce ucitelje te je potaknula njihov interes na osjecajnoj razini. Sto se kvantitativnih rezultata tice, oni su u ovome istraživanju ukazali na to da buduci ucitelji imaju pozitivne stavove prema koristenju WebQuest ili Wiki sustava u nastavi, a da njihova motivacija za ucenje kemije nije porasla. Pozitivan, znacajan odnos, iako na niskoj razini, uocen je kod usporedbe motivacije buducih ucitelja za ucenje kemije i njihove ucestalosti prijavljivanja u Wiki sustav.  Kljucne rijeci: nastava kemije; Moodle; motivacija; WebQuest; Wiki.