Using WebQuests in Math and Science Classrooms

1
Using WebQuests in Math and Science Classrooms

• Judith L. Zaenglein, Ph.D.
• Capital Area Institute for Mathematics and
  Science
• Penn State Harrisburg

2
Bringing Together

• Problem-Based Learning
• Internet Resources

To develop student understanding!
3
Problem-Based Learning

• Identify a suitable problem
• Connect the problem to the students' world
• Organize the subject matter around the problem
• Give students responsibility for defining
  learning experience and problem solution
• Encourage collaboration
• Expect student demonstration of results of their
  learning through a product or performance.

Savoie and Hughes (1994)
4
Internet Resources

• Student selection of resources - variety
• Relevant data
• Currency of information
• Immediacy of access
• Opportunities for analysis and evaluation of
  sources

5
WWW
PBL
WebQuest
6
WebQuest

• Model developed in 1995
• Bernie Dodge (with Tom March), SDSU
• Inquiry-oriented activity
• Much information obtained from the Web
• The WebQuest Page has had over 5.5
• million hits since 1998!

7
Short-Term WebQuests

• Designed to last from 1-3 class periods
• Knowledge acquisition and integration
• Goal - analysis or synthesis of information
• Example - Amazing Animals

8
Short Term Quest Results

• Comparing
• Classifying
• Inducing
• Deducing

• Analyzing errors
• Constructing support
• Abstraction
• Analyzing perspectives

Marzano (1992)
9
Longer Term WebQuests

• Designed for one week to a month in a classroom
  setting
• Focus on extending and refining knowledge
• Student goal - evaluation or transformation of
  information
• Example - MarsQuest!

10
Longer Term Quest Products

• A searchable database with categories in each
  field created by the learners.
• A microworld that users can navigate through
  that represents a physical space.
• A document that describes an analysis of a
  controversial situation, takes a stand, and
  invites users to add to or disagree with that
  stand.

Dodge (1995)
11
Essential Elements

• Introduction
• Task
• Process
• Resources
• Evaluation
• Conclusion

12
Introduction

• Sets the stage
• Provides some background information
• Creates student interest
• Is relevant to student

13
Task

• Doable
• Interesting
• Solves a significant problem
• Has curriculum relevance

14
Process

• Steps learners should go through in accomplishing
  the task
• Clearly described steps
• Some guidance on how to organize the information
  acquired
• Guiding questions
• Organizational frameworks or graphic organizers
• Timelines, concept maps, or cause-and-effect
  diagrams as described by Marzano (1988, 1992) and
  Clarke (1990).

15
Resources

• Set of information sources needed to complete the
  task
• Includes both web-based and non-web-based
  resources
• Web documents
• Experts available via e-mail or realtime
  conferencing
• Searchable databases
• Photographs and movies
• Books and other documents physically available in
  the learning environment
• Embedded in the WebQuest itself pointing to
  information on the Internet
• Reduces the amount of surfing

16
Evaluation

• Describes how the performance will be evaluated
  (performance assessment)
• Rubric(s) consistent with the product or
  performance
• Addresses both individual and group evaluation
  criteria

17
Conclusion

• Brings closure to the quest (problem solution)
• Reminds the learners about what they've learned
• Encourages extension and enrichment activities

18
Non-Critical Attributes

• Group activities
• Role playing
• Intradisciplinary
• Interdisciplinary

19
Research Base

• Draws upon major learning theories
• Constructivist (Bruner)
• Experiential Learning (Rogers)
• Genetic Epistemology (Piaget)
• Multiple Intelligences (Gardner)
• Research studies on impact of WebQuests are in
  beginning stages - both qualitative and
  quantitative studies

20
Lets Look at More!!!

• Dr. Zaengleins Web Site
• The WebQuest Page