Yalım, Ecem2021-02-012021-02-012021-012021-012021-01-26http://hdl.handle.net/11693/54968Cataloged from PDF version of article.Thesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2021.Includes bibliographical references (leaves 69-92).Through the rapid development of technology of our age more technology tools are used in the field of education. In education, the use of technology and its tools affects students’ attitudes towards lessons. Therefore, technology and its tools have been used in the education field to provide opportunities for students to have better educational environments and to improve their learning. This study aims to investigate high school students’ (N= 612, 58% female and 42% male students) level of knowledge and attitudes towards the use of technology in biology classrooms. In this quantitative study, a questionnaire was used to collect data from four different high school in Ankara province. As a result of this study, the most used technology tools in biology classrooms are video, animation and interactive white board. In terms of gender difference, it was concluded that male students’ knowledge level of technology and its tools used in biology classrooms are higher than female students. However, it was explored that female students’ attitudes are more positive than male students' attitudes in biology classrooms. Finally, there is a weak correlation between students’ technology knowledge and the program that they follow in schools. On the other hand, there is no relationship between students’ attitudes towards technology and the program that they follow. Considering the results, the present study suggests that the technology and its tools used in high school biology classrooms will be useful in informing teachers and educational program developers about students’ level of technology knowledge and attitudes towards technology.xi, 98 leaves ; 30 cm.Englishinfo:eu-repo/semantics/openAccessSecondary educationBiology classroomTechnologyKnowledgeAttitudeThesisB151893