Inquiry-Based Learning and Technology: Designing and Exploring WebQuests

By Lacina, Jan

I really liked the versatility of this software [WebQuest]. These are great ways to incorporate reading into a very important aspect of physical education. Enjoy the Ronnie Coleman [a bodybuilder] picture in my intro! I received the above E-mail from Patrick, a future physical education (PE) teacher enrolled in a content area reading course that I teach. Throughout the semester, Patrick expressed his interest in using WebQuests with the middle school PE class where he was completing a practicum experience. WebQuests are a way to incorporate inquirybased learning into content area instruction. More important, WebQuests are a way to interest techsavvy students in individualized projects. This column will describe the features of a WebQuest, provide advice on how to use a WebQuest, and note excellent sites to explore.

What Is a WebQuest?

A WebQuest is an inquiry-based technology activity designed by Bernie Dodge and Tom March at San Diego State University in 1995. Dodge and March describe WebQuests as activities in which most, or all, of the information used by learners is drawn from the Web. Over the past decade, WebQuests gained popularity among teachers at all grade levels. Teachers like WebQuests since their design is based on a constructivist philosophy, and because cooperative learning and scaffolding of instruction are two of its essential components (Johnson, 2005). The design of the WebQuest provides the necessary scaffolds, since resource links typically are included within the WebQuest. In all, WebQuests are a wonderful instructional method through which teachers can build technology-rich activities while fostering cooperative learning.

Teachers who design or use WebQuests tend to emphasize higher level Bloom’s Taxonomy tasks, such as focusing on using information at the levels of analysis, synthesis, and evaluation. The teacher serves as the facilitator, or guide, when students complete WebQuest activities; the WebQuests provide necessary background knowledge for future assignments. In his recent book Laptops and Literacy: Learning in the Wireless Classroom, Warschauer (2006) describes Mr. Molina, a successful elementary school teacher whose students use WebQuests in preparation for reading. For example, the students complete a WebQuest on wildfires prior to reading a story on the same topic. The WebQuest provides the necessary background knowledge needed to understand the story, including what wildfires are, environmental and meteorological factors that lead to them, and how they are fought. WebQuests allow students to work cooperatively to learn and exchange new information, while using technology-which provides the multiple forms of information needed to understand a new topic.

How Can You Design a WebQuest?

Dodge and March provide a useful Web site, in which teachers can learn how to design and develop their own WebQuests (http:// webquest.sdsu.edu/webquest.html). Most notably, Dodge and March provide a template teachers can use, free of cost, to design and store their WebQuests. Another positive feature of Dodge and March’s Web site is that teachers can rate each site posted, and teachers also can search for WebQuests within specific content area (e.g., a unit on the Alamo for social studies, or a unit on fractured fairy tales for English, etc.). A plethora of WebQuests are available for most content areas, although social studies, science, and reading/ English language arts seem to be the most popular content areas posted.

What Are the Essential Features of a WebQuest?

The WebQuest format consists of an organized structure of five essential components. Each component is listed and briefly described below (Johnson, 2005; Valmont, 2003).

1. The Introduction. The purpose of the introduction is to not only introduce the subject matter, but also grab the reader’s attention. I think of this section as the “hook”-or the “lead” we teach students to develop when they learn to write. WebQuest introductions typically list the goals for the project, and include an introduction that builds on the reader’s prior background knowledge.

2. The Task. This section requires students to synthesize information, take a position, or generalize. The task is the section of the WebQuest in which students will use higher level thinking skills to produce a culminating product.

3. The Resources. This is an important section of the WebQuest, since the various Web sites linked in this section will provide students with the essential background knowledge to complete their task.

4. The Process. This section includes the process that students will need to go through to complete the WebQuest and complete their final product.

5. The Evaluation. Dodge and March provide a template teachers can use to evaluate student WebQuest products and participation. Teachers can easily adapt and revise this holistic rubric to best suit their individual WebQuest.

The steps are easy to follow, and Dodge and March’s site provides all of the necessary tools to design an exceptional WebQuest. Teachers who are wary of using html can relax-there is no need to have a background in Web design to create a WebQuest on the WebQuest site. One merely needs to follow the clear directions provided on the site and, with a click of a mouse, create a simple WebQuest.

Advice From the Field

I have developed a list of suggestions for teachers. This list does not encompass all content areas, or all possible problems that teachers may encounter, but it is based on my experience of teaching and evaluating WebQuests in a content area reading course.

* Time. You need to spend a large amount of time exploring various WebQuests prior to designing your own. It is easy to be deceived by appearances. When you explore and evaluate the site, you can determine which WebQuests are well designed.

* Organization. Follow Dodge and March’s organization components. They are simple and easy for students to follow-and navigating the site is clear-cut.

* Resources/Links. Check links frequently, since addresses change often. Also, too many resources can overwhelm students, and they may not try them all-or they may lose their enthusiasm for the activity.

* Show … Do Not Tell. Show students how to use a WebQuest by guiding them through the process, using a computer to show them the process as they see each step on the computer screen. Just like with any assignment, modeling and showing students the process is more effective than telling them about it.

* Backup Plan. I think most of us can tell numerous stories about technology glitches. Provide printed copies of the WebQuest, or be prepared with another activity in case there is a technology problem.

* Be Enthusiastic. Your enthusiasm about inquiry learning, technology, and WebQuests will help excite the students about the project.

In summary, WebQuests are a powerful instructional activity for teachers and students. Students will learn to work in a collaborative environment, learning information that is relevant to units of study within a particular content area. Students become responsible for their own learning-and they use technology to complete a task.

WebQuests for Exploration

Below, I list WebQuests for various content areas, and I note whether they are most appropriate for elementary, middle, or high school students.

Social Studies (Elementary):

http://yorkcountyschools.org/mes/ Holiday%20Webquest/index.htm

Choosing a Class Pet (Elementary):

www.teacherweb.com/IN/PNC/ Cassady/

Science-Ocean Animals (Elementary):

www.bedford.kl2.ny.us/wpes/ webquest/

Science-Plants (Elementary):

http://yorkcountyschools.org/ mes/plant%20webquest/index. htm

Social Studies (Middle/High School):

www.btcs.org/tutorials/WebQuests/chocolate/index.html

English/Language Arts (Middle School):

www.geocities.com/vanessamarieprimavera/index.html

Health/Physical Education (All levels):

http://teacherweb.com/MD/OxonHillMS/FatFacts/

Media Literacy/Eng/Language Arts (Middle/High School):

http://homepage.mac.com/suecollins/school/media/media. html

Math (Middle School):

www.msu.edu/~reethskr/myweb/gwq/cover_page.htm

Music (All levels):

www.bestteacherusa.net/MusicWebquest/MusicWebquest.htm

References

Johnson, D. (2005). Miss Rumphius as a role model for preservice teachers. In R. A. Karchmer, M. H. Mallette, J. Kara-Soteriou, & D. J. Leu (Eds.), Innovative approaches to literacy education: Using the Internet to support new literacies. Newark, DE: International Reading Association.

Valmont, W. J. (2003). Technology for literacy teaching and learning. Boston: Houghton Mifflin.

Warschauer, M. (2006). Laptops and literacy: Learning in the wireless classroom. New York: Teachers College Press.

Copyright Association for Childhood Education International Summer 2007

(c) 2007 Childhood Education. Provided by ProQuest Information and Learning. All rights Reserved.