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 zProblem-Based Learning zInternet Resources To develop student understanding!

3. Problem-Based Learning zIdentify a suitable problem zConnect the problem to the students' world zOrganize the subject matter around the problem zGive students responsibility for defining learning experience and problem solution zEncourage collaboration zExpect student demonstration of results of their learning through a product or performance. Savoie and Hughes (1994)

4. Internet Resources zStudent selection of resources - variety zRelevant data zCurrency of information zImmediacy of access zOpportunities for analysis and evaluation of sources

6. WebQuest zModel developed in 1995 zBernie Dodge (with Tom March), SDSU zInquiry-oriented activity zMuch information obtained from the Web zThe WebQuest Page has had over 5.5WebQuest Page million hits since 1998!

7. Short-Term WebQuests zDesigned to last from 1-3 class periods zKnowledge acquisition and integration zGoal - analysis or synthesis of information zExample - Amazing AnimalsAmazing Animals

8. Short Term “Quest” Results zComparing zClassifying zInducing zDeducing zAnalyzing errors zConstructing support zAbstraction zAnalyzing perspectives Marzano (1992)

9. Longer Term WebQuests  Designed for one week to a month in a classroom setting zFocus on extending and refining knowledge zStudent goal - evaluation or transformation of information zExample - MarsQuest!MarsQuest!

10. Longer Term “Quest” Products zA searchable database with categories in each field created by the learners. zA “microworld” that users can navigate through that represents a physical space. zA 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 zIntroduction zTask zProcess zResources zEvaluation zConclusion

12. Introduction zSets the stage zProvides some background information zCreates student interest zIs relevant to student

13. Task zDoable zInteresting zSolves a significant problem zHas curriculum relevance

14. Process zSteps learners should go through in accomplishing the task yClearly described steps zSome guidance on how to organize the information acquired yGuiding questions yOrganizational frameworks or graphic organizers xTimelines, concept maps, or cause-and-effect diagrams as described by Marzano (1988, 1992) and Clarke (1990).

15. Resources zSet of information sources needed to complete the task zIncludes both web-based and non-web-based resources yWeb documents yExperts available via e-mail or realtime conferencing ySearchable databases yPhotographs and movies yBooks and other documents physically available in the learning environment zEmbedded in the WebQuest itself pointing to information on the Internet yReduces the amount of “surfing”

16. Evaluation zDescribes how the performance will be evaluated (performance assessment) zRubric(s) consistent with the product or performance zAddresses both individual and group evaluation criteria

17. Conclusion zBrings closure to the quest (problem solution) zReminds the learners about what they've learned z Encourages extension and enrichment activities

18. Non-Critical Attributes zGroup activities zRole playing zIntradisciplinary zInterdisciplinary

19. Research Base zDraws upon major learning theories yConstructivist (Bruner) yExperiential Learning (Rogers) yGenetic Epistemology (Piaget) yMultiple Intelligences (Gardner) zResearch studies on impact of WebQuests are in beginning stages - both qualitative and quantitative studies

20. Let’s Look at More!!! zDr. Zaenglein’s Web SiteDr. Zaenglein’s Web Site zThe WebQuest PageThe WebQuest Page