Webquest research paper


  1. History of WebQuests
  2. WebQuest: English IV Research Paper
  3. WebQuests as language-learning tools
  4. What WebQuests Are (Really)

The Psychology WebQuest offers a fun and exciting way to explore psychology topics and integrate technology tools and resources into the classroom curriculum. Because the lesson plan is highly adaptable, you can make any necessary changes to make it work for your unique classroom needs. Description: Complete a Psychology WebQuest and develop a presentation based on the resources provided. Goal: Students will identify three topics of interest within psychology, read the available resources and create a class presentation based on what they have learned.

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Choose at least one topic from the list below and click the links to read the articles provided. As you read the information, begin taking notes for your research. Divide your notes into three different sections and write down relevant details that you might want to include in your final psychology presentation. After students have read through the materials for their chosen topics, it is time to start putting together their presentations.

History of WebQuests

The format of these presentations can vary, since students may choose to use different tools and techniques to present the materials. After signing up for an account, students can start creating entries. Students might opt to break their research up into separate sections and then create a separate blog entry for each topic, or they may also choose to keep a running journal of their personal thoughts and reactions to the materials that they read. Students who do not wish to do an online presentation might want to consider making a written document or PowerPoint presentation.

For a written document, students can present their information as a research report, as a question-and-answer style document or as a written journal. Those interested in creating a PowerPoint presentation may want to break up their research into different sections and create separate slides for each part of their project. Your students may want to consult the following resources for more information on creating multimedia presentations.

Another assignment option is to have students develop a poster-board presentation. In addition to containing a wealth of information, these poster-boards should also be visually engaging. One fun alternative would be to have all students in the classroom create a poster-board and then hold a "psychology conference" where students share and discuss the information presented in their posters.

You are free to use the Psychology WebQuest for personal and educational use. Giving away, selling or redistributing this WebQuest is not permissible. Working together.

WebQuest: English IV Research Paper

One of the principles of WebQuests is that students work in groups, and that within those groups they are given specific roles or tasks. Doing this makes them motivated because it is their sole responsibility to bring that particular piece of the puzzle back to the group. It also serves to show students the value of getting their information from a variety of sources and learning about different aspects of a given question or problem, because while a published professional may be quite knowledgeable about a specific, they might not know anything about related areas.

Thinking for themselves.

Online Research Paper Presntation

WebQuests should never just be about finding information. Anyone can research. Students engaging in WebQuests, though, are being taught to process the information and build something new based on that. Sometimes, this can be a comparison between two seemingly different things. Other times, WebQuests might ask students to research a problem but come up with their own solution to it. And still other times their task could be to learn as much as they can about a subject and then detail what they believe the most important issues surrounding it are.

Part of learning to think for themselves can mean that students will need to find creative answers to problems—or even that the quest itself will require them to create something based on what they learn. In this way, the very nature of WebQuests as a structured activity can serve to teach creativity. Utilizing technology. Just as important as the ways in which WebQuests teach students to think are the tools that they require them to use. WebQuests show them both the value of technology and how to operate it and its potential limitations. How so? Because even though the information available online is practically limitless, it still has to be shaped by human hands and ideas in order for us to create something new and useful.

The first thing you need to know is that the tools you have access to and the medium that you decide to use are the least important part in creating a WebQuest. Some WebQuests may be more technologically involved but they do not have to be. The important part is that you design the actual WebQuest itself correctly. How do you do that? Well, every WebQuest has six parts that are considered vital. These include the introduction, the task, the process, the resources, the evaluation, and the conclusion. This is where you define what the subject of this particular WebQuest is and tell the overall group what their role is.

For example, you might create a WebQuest where students need to plan a trip to Mars or figure out how to stop gang violence in a local neighborhood. In the Task section, you will detail exactly what you expect your students to accomplish by the end of the activity. Perceiving the search for connected knowledge to be a personal as well as an accomplishable task enhanced the students' academic autonomy and motivation to learn.

The WebQuest creation process: A case study of preservice teachers working individualistically and collaboratively. This study focused on preservice teachers creation of a WebQuest working in either an individualistic or collaborative work configuration. The theories constructivism, adult learning theory, and collaborative learning, with technology integration in preservice teacher education were examined and provided the framework for this study.

Through case study research methodology four research questions were examined throughout this study: a Why do preservice teacher candidates choose to work in an individualistic or a collaborative work configuration to use Macromedia Dreamweaver to create a WebQuest? Seven study participants, four working in a collaborative work configuration and three working individualistically, provided evidence that mechanisms of collaboration occur in both configurations, in some instances benefiting, and in some instances impeding the WebQuest creation process and product.

All seven participants considered prior experience in an introductory technology course a benefit to the WebQuest creation process and resulting product.

The factors that emerged as themes within this study were: a individualistic configuration for control; b collaborative configuration for mutual engagement; c mechanisms of collaboration in collaborative and individualistic work configurations; d prior experience from an introductory technology course; and e supported autonomy vs. Based on findings of this study, additional research is indicated within the areas of working configurations in the larger context of learning communities, and the impact this has on technology related project.

A new theory of "supported autonomy" stemming from this study also requires further investigation. To reveal the impact of preservice teacher experiences with technology imbedded in authentic tasks in methods courses on teaching practices in their own K-6 classrooms, a long-term investigation is necessary.

Using the Internet to research curriculum-based topics at the grade five level. As part of an action research study, the best learning and teaching strategies for the most effective use of the Internet as a research tool for grade five students were examined. Students' reactions and attitudes to using the Internet were explored throughout the study by use of a questionnaire, student learning logs, and participation in an inquiry-based learning activity developed by the researcher called a webquest.

Student-centered and cooperative learning approaches, constructivist teaching practices as well as student enthusiasm for learning were examined during the research. The study's findings support the contention that the Internet can be an effective source of information for students at the fifth-grade level, and that appropriate use of the Internet can increase student understanding of curriculum topics, can encourage cooperative and student-centered learning, and can actively engage students in the information process.

Implications for effective teaching and learning strategies that have an impact on student learning are also highlighted.

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  • History of WebQuests.
  • Main navigation.

Actividades de desarrollo ocupacional WebQuest, "Exploro mi futuro". Incluye once actividades que se pueden acceder mediante "Adobe Reader". Over the last decade, digital technology has become an increasingly important part of education. In the discipline of English language arts, digital technology has been enlisted to teach writing, as the word processor and more recently, the World Wide Web, have provided new tools and new publishing opportunities for student writers.

The presence of digital technology is less pronounced, however, in literature instruction in secondary schools. In both theoretical and practical discussions of digital technology and literature, the two mediums have been conceived as radically different.


WebQuests as language-learning tools

This dissertation argues that the digital medium, and more specifically the World Wide Web, can support literature instruction at the secondary level. It begins by identifying two central concerns that have marked historical and contemporary approaches to literature instruction: concern for the text and concern for the reader. Next, through an examination of hypertext, it proposes that the digital medium can meet both concerns, and supplies a theoretical model for implementing digital technology in the literature curriculum.

Subsequent chapters illustrate how this model functions in a practical context by drawing on action research conducted in a secondary classroom. Specifically, these chapters describe how two Web-based learning tools, the literary MOO and the WebQuest, were used to reinforce reader-oriented and text-oriented literature instruction.

What WebQuests Are (Really)

The literary MOO, used in conjunction with the novel Brave New World , helped students evoke and elaborate on the story world of the text, make personal connections between the text and their own lives, and discuss the text in an egalitarian and collaborative way. The WebQuest, used in conjunction with the novel Heart of Darkness , helped students learn about critical theory and read the text in an analytical and text-centered way.

The dissertation concludes by considering how English language arts teachers might best be trained to integrated Web-based technology. Drawing on case studies of four intern teachers, this final chapter argues that teacher educators must equip their students to use technology in ways that are practical, as well as theoretically sound. Recent years have seen growing enthusiasm for exploiting the Internet's potential in language teaching and learning. Capable of providing rich, real language input through interactive hypermedia functions, web resources promise to bring about positive learning outcomes that traditional classroom materials alone cannot achieve.

To effectively integrate web resources into EFL English as a Foreign Language writing instruction, the researcher designed the WebQuest Writing Instruction WWI on the basis of the WebQuest model with an assumption that such a pedagogical model supports major learning and second language acquisition theories. This study investigated the effect of the WWI on students' writing performance and writing apprehension. In addition, it examined students' perception of web-resource integrated language learning as experienced in the WWI and sought to determine the relationship between students' perception and the change in their writing performance and writing apprehension over the instruction process.

Students in two junior college second-year classes at a college of foreign languages in southern Taiwan provided the subjects of this study.

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Both groups used the process writing approach. In the control group, teacher-directed oral discussion in the traditional classroom provided the primary writing input.

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In the experiment group, the WebQuest lessons directed students to surf web resources for writing input. Data collected included a writing performance test and a writing apprehension test administered to both groups and a post-instruction perception questionnaire administered to the experimental group. The research project was conducted within a week period.