—This research was conducted in 2018 to determine the opinions of prospective teachers about the usability of Web 2.0 tools in education. Quantitative research method was used in the research. The research was conducted in the spring term of 2018–2019. The study group consisted of prospective teachers studying at the faculties of education of the foundation university. 114 prospective teachers participated in the study. The data collection tool called Son The Problems of the Last Year Students of the Faculty of Education and Their Problems in Teaching Practice gelistiril developed by Aylin Demirhan and Meryem Yakut was applied to the teacher candidates. The data were collected by the researchers. The collected data were analysed using the SPSS program. To analyse the data obtained from the data collection tool, frequency, percentage, average, standard deviation, minimum and maximum values, T-test and analysis of variance applied. According to the results of the study, prospective teachers’ opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction, and creativity in educational environments, and it is seen in the results of the research that the prospective teachers reported positive opinions. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. In addition, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently.

The bibliometric approach examines the science education learning environment by analyzing annual counts, keywords, most cited authors, institutions, funding agencies, and leading journals. 133 articles were indexed in Scopus Database through the use of learning environment and science education keywords from 1989 to 2022. By analyzing the quality and quantity of changes. The focus of the study was to discover patterns in the learning environment of science education publications in Scopus Database. The most commonly used keywords are science education, learning environment(s) and computer science education from the bibliometric analysis. Released in 2021, the study showed that the learning environment in science education was introduced in 1989. A trend of fluctuating distribution regarding articles has been observed. Proposals for future research on the learning environment in science education are made by this study, which takes a global approach.