Using WebQuests in Math and Science Classrooms

Judith L. Zaenglein, Ph.D.

Capital Area Institute for Mathematics and Science

Penn State Harrisburg

Bringing Together

Problem-Based Learning Internet Resources

To develop student understanding!

Problem-Based Learning

Identify a suitable problemConnect the problem to the students' worldOrganize the subject matter around the problemGive 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)

Internet Resources

Student selection of resources - variety

Relevant dataCurrency of informationImmediacy of accessOpportunities for analysis and

evaluation of sources

WebQuest

Model developed in 1995Bernie Dodge (with Tom March), SDSUInquiry-oriented activityMuch information obtained from the WebThe WebQuest Page has had over 5.5

million hits since 1998!

Short-Term WebQuests

Designed to last from 1-3 class periodsKnowledge acquisition and integrationGoal - analysis or synthesis of informationExample - Amazing Animals

Short Term “Quest” Results

ComparingClassifying

InducingDeducing

Analyzing errorsConstructing support Abstraction Analyzing perspectives

Marzano (1992)

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!

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)

Essential Elements

IntroductionTaskProcessResourcesEvaluationConclusion

Introduction

Sets the stage Provides some background informationCreates student interest Is relevant to student

Task

Doable InterestingSolves a significant problemHas curriculum relevance

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

organizersTimelines, concept maps, or cause-and-effect

diagrams as described by Marzano (1988, 1992) and Clarke (1990).

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”

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

Conclusion

Brings closure to the quest (problem solution)Reminds the learners about what they've

learned Encourages extension and enrichment activities

Non-Critical Attributes

Group activitiesRole playing Intradisciplinary Interdisciplinary

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

Let’s Look at More!!!

Dr. Zaenglein’s Web SiteThe WebQuest Page