Teaching Materials Developed Using QR Code Technology in Science Classes

Abstract

The present study aims to investigate the opinions of prospective science teachers about the use of QR codes in the teaching materials that they prepared in the “Instructional Technologies and Material Development” course. The study group consists of 38 (32 female, 6 male) 3rd-year prospective science teachers who attended the “Instructional Technologies and Material Development” course in the fall semester of the 2018-2019 academic year, and who chose to use QR codes academic year, and who chose to use QR codes in the teaching materials. In this case study, the data were collected through semi-structured interviews. The data were analyzed by the content analysis method. The study revealed the perspectives of prospective science teachers on the use of QR codes in the teaching materials they prepared, in the learning process, its advantages, disadvantages, and effects of QR codes on the materials prepared.