What is unique about the What is unique about the computer?computer?

Ability to manipulate data to represent Ability to manipulate data to represent knowledgeknowledge

Ability to manipulate variables in a Ability to manipulate variables in a microworldmicroworld

Removal of time and geographical barriersRemoval of time and geographical barriers Increased access to informationIncreased access to information

SpreadsheetsSpreadsheets

Collect and analyze lab Collect and analyze lab datadata

Experiment with “what Experiment with “what if” scenarioif” scenario

Create the spreadsheet Create the spreadsheet for data collectionfor data collection

Create “what if” Create “what if” scenarioscenario

(Av)Velocity=?d/?t(In) d = 800 meters(F) d = 1600 meters

?t = 80 seconds

?d = 800 meters

V = 10 m/s

Acceleration=?v/?t

(In) v = 0 meters/sec(F) v = 15 meters/sec

?t = 10 seconds

?v = 15 m/s

A = 1.50 m/s*s

DatabasesDatabases

manipulate datamanipulate data look for relationslook for relations ask questionsask questions create a databasecreate a database

Concept MappingConcept Mapping

is an area of science that

studies

is an area of science that

studies

can be through

can be throughcell division that

results in

cell division that results in

contain twice the number of

chromosomes of

contain many genes

Genetics

Cell Division

Chromosomes Genes

Meiosis

Mitosis

haploid cells

diploidcells

Simulations/ModelsSimulations/Models a constrained environment that allows a constrained environment that allows

learners to test hypotheseslearners to test hypotheses provides experiential learningprovides experiential learning allow the exploration of phenomenaallow the exploration of phenomena learners can build their own modelslearners can build their own models

– E.g. E.g. Gizmos» Class Code Class Code NCZNT4LPRLNCZNT4LPRL

MultimediaMultimedia

Allows students to Allows students to represent knowledge represent knowledge using a variety of using a variety of mediamedia

Not restricted to a Not restricted to a linear representation of linear representation of knowledgeknowledge

Electronic CommunicationElectronic Communication

Extends the boundaries of the Extends the boundaries of the classroomclassroom

Learners can communicate with Learners can communicate with experts in the fieldexperts in the field

Learners have time to reflect Learners have time to reflect before respondingbefore responding

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WebQuests in Science

Information in this presentation adapted from Kathleen Schrock’s slide show available at http://school.discovery.com/schrockguide/webquest/wqsl1.html

What is a WebQuest?

An problem solving, decision making or inquiry-oriented activity in which some or all of the information that the students interact with comes from resources on the Internet.

Two Types of WebQuests

Short Term: designed to be completed in one to three class periods.

Long Term: designed to be completed in one week to one month.

WebQuest Components

1. Introduction

2. Task

3. Procedure

4. Resources

5. Assessment or Evaluation

6. Conclusion

* See 2Learn site for an alternate format.

Other WebQuest Components

Incorporates group activities Includes role-playing for learners Single discipline or interdisciplinary

Introduction

Orients the learner to what is coming.

Raises some interest in the learner through a variety of means.

Task

Includes a description of what the learner will have done by the end of the activity.

The task could be a product, verbal presentation or a combination of both.

Procedure

Contains clearly described, numbered steps.

Identifies to the learner the process to go through to accomplish the task.

Can also provide learning advice.

Resources

Includes a list of Web pages which the instructor has located that will help the learner accomplish the task.

May include resources not available on the Internet, such as textbooks, newspaper/magazine articles and videos.

Not all resources will be used by all.

Assessment or Evaluation

Used to measure results from the task and also the learning process.

Rubrics designed by the teacher will be the most authentic assessment.

Rubrics can take different forms.

Conclusion

Brings closure to the activity. Reminds the learner about what

they’ve learned. Encourages the learners to extend the

experience into other domains. Can ask for personal reflection.

WebQuest Examples

Ewe 2: A Case Study – http://www.powayschools.com/projects/ewe2/

Hello Dolly: A WebQuest on Cloning http://www.pusd.info/projects/dolly/main.htm

Exploratorium: Global Climate Change Research Explorer http://www.exploratorium.edu/climate/index.html

Gizmos

This has nothing to do with Webquests! A resource for you to use during student

teaching– Gizmos – http://www.explorelearning.com/– Class Code LSUXRM5PZ3

Other Science Sites

DNA Interactive eNature General Chemistry Online Creative Chemistry Grey Matters: From Molecules to Mind

(UCSD) Nature (PBS)

Data Collection ProbesData Collection Probes

Vernier

Pasco

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