Akademik Veri Yönetim Sistemi
SN Social Sciences, cilt.6, sa.6, 2026 (Scopus)
Instructional materials play a crucial role in supporting science teaching and learning. The demand for technology-enhanced environments, coupled with teachers’ limited experience in utilising these tools, guided the focus of this study. Various studies indicate that the use of educational technologies (such as Arduino, 3D printing, and laser cutting) supports and enhances science teaching-learning outcomes. Accordingly, this study examines the material design process of pre-service science teachers using these technologies. A qualitative research method involving a single-case (holistic) design was employed. The data were collected through written reflections, interviews, and activity plans, and subsequently analysed using content analysis. The findings reveal that while the pre-service teachers did not experience difficulties during the researching and decision-making stages, they encountered challenges during the designing and product production phases. The participants suggested that such challenges may affect the integration of technology-enhanced material design into the teaching-learning environment. Consequently, pre-service teachers may face difficulties in material design due to process-related issues as well as variations in individual skills and perceptions. The experiences and solution strategies derived from this process provide valuable insights for teachers, practitioners, and researchers implementing technology-enhanced material design.