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. Comparing Classifying Inducing Deducing Analyzing errors Constructing support Abstraction Analyzing perspectives Short Term “Quest” Results 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. Let’s Look at More!!! • Dr. Zaenglein’s Web Site • The WebQuest Page