Choose a Dewey Division
004.67 World Wide Web
CyberSmart! Curriculum A free k-8 curriculum empowering students to use the Internet safely, responsibly, and effectively. Contents: Curriculum Overview, Lesson Plans and Activity Sheets, Using the Curriculum, and Technology Standards Alignment.
025.4 Dewey Decimal Classification, Classification – Books, Library of Congress Classification
Dewey Decimal System WebQuest. Includes WebQuest Answers.
Dewey Decimal System: An Introduction: A WebQuest for Category Specialists. Designed by Heather White.
Buddy Project: Teacher Resources. Lesson Plans. Site aims to help you integrate technology into the classroom with a 3-D model: Develop, Design, and Deliver.
Philosophical Day-Trippers. A WebQuest for Grades 10-12 (Introduction to Philosophy Class) from the classroom of Mr. Colletti.
Personality Theories: A Web Quest for Advanced Placement Psychology by Christine Zafonte.
Understanding Experimentation in Psychology: A Web Quest for Psychology 101 designed by Bernard Schuster.
292.1 Classical mythology, (Greek mythology), (Roman mythology)
Explorations from iwebquest.com. A Webquest to Inspire Good People Through the Exploration of Ancient Greek Mythology.
Mr. Marassa’s Greek Mythology Webquest for 7th Grade Reading.
Mythology WebQuest designed by Beverly McColley, for Grades 7-9, Language Arts.
Mythology Webquest. An Internet WebQuest created by S.K. Swanger, Eastern Lebanon County (ELCO) High School, Myerstown, PA.
294.3 Buddhism, Zen Buddhism
Buddhist Studies for primary and secondary students. Including Handbook for Teachers.
300 Social sciences
Lesson Plans and Resources for Social Studies Teachers. Hundreds of high quality Lesson Plans for K-12 arranged alphabetically by title of Web sites, Teaching Strategies include everything you always wanted to know about how to put students online in your social studies classroom, Online Activities for K-12 include hundreds of Webquests arranged alphabetically by title of Web sites, Teaching Current Events Via Newspapers, Magazines and TV connects you to newspaper, magazine, and television Webquest activities sponsored by major corporations and educational institutions. Site also offers valuable links to Other Social Studies Resources.
301.45 Afro-Americans – Segregation – Southern States – History – 1865-1951
The Impact of Jim Crow. Objective: Students will understand the content and impact of Jim Crow laws, connect Jim Crow laws with racial conditions of the 20th century, and practice persuasive writing. Designed for Grade 10 U.S. History.
302.23 Mass media, (Media literacy), (Nonverbal communication)
Media Literacy: What is it? Why teach it? Media Education in Canada, Web Awareness for Teachers, Lessons and Resources for Media Education, Find a lesson by grade, by subject, or by curriculum outcomes.
Remembering September 11. Five Lessons.
Schools Online from University of Illionois Extension. Grades 3-5 and up.
305.895 Chinese Americans
China: Dim Sum. A Connection to Chinese-American Culture Website. A thematic, cross curricula, integrated resource for elementary classrooms which enhances awareness and understanding of Chinese-American culture while building basic academic skills.
305.896 African Americans
Black History: Exploring African-American Issues on the Web. Webquests include Little Rock 9, Integration 0? and Tuskegee Tragedy.
The Britannica Guide to Black History. Including Activities.
Famous African-Americans Webquest! by K. Brunner, Eisenhower School, Prospect Heights, IL. Oprah Winfrey, Muhammed Ali.
Little Rock 9 Integration 0. Collaborative WebQuest on Racial Desegregation in Schools, from Knowledge Network Explorer.
Sampling African America. Goal of sampling activities is for you to connect with issues related to Africa-American issues. Internet activities may be completed alone or by working in a group.
323.44 Freedom of action, Freedom of religion, Freedom of the press, Freedom of speech
Education for Freedom. Lesson plans for teaching the First Amendment.
324.973 Elections – United States
Election 2004: How to Run for President. Online activities, lesson plans, teaching strategies, time saving teacher management tools, and more.
Economics 101 includes Basic Mini-Quests: Templates and Guidelines for Teachers, and Economics Quiz. Economics for Kids Quiz.
Online elementary economics lessons. K-6 lessons.
331.3 Children – Employment, (Child labor)
Child Labor: Yesterday and Today. A Delta Language Arts WebQuest.
332.1 Banks and banking
Bank Notes – Bank of Canada. Learning Resources.
H.I.P. Pocket Change. History In your Pocket Lesson plans. Includes The 50 State Quarters® Program Lesson Plans for K-6.
363.736 Air pollution
Lesson Plans and Resources for Teaching Environmental Sciences. Includes Air Quality Lesson Plans and Data: Lesson plans mainly for K-8. Acid rain, Air pollution, Air pressure, Air quality, Carbon dioxide and air pollution, Particulate matter, Plants and oxygen, Temperature inversion, and Rainforest deforestation.
364.6 Capital punishment
The Death Penalty: Teacher Edition. Main Menu: Death Penalty Curricular for High School (Unit Lesson Plans), About the Death Penalty (Arguments For and Against the Death Penalty), State by State Data (includes Interactive Maps: Executions and death row inmates, by state), Courtroom Cases, Links and Resources.
371.33 Teaching – Aids and devices
21st Century Schoolhouse – Links to Free Work Sheets.
Academy of Achievement: Curriculum Center. Most materials prepared for Grades 4-6, 7-9, 10-12, and post Grade 12 containing audio, video and text. Wide range of topics include The Amazing Olympics, Architecture, Black History Month, Earth Day, Entrepreneurs, Freedom and justice, Martin Luther King Day, Poets and poetry, and others.
Apple Learning Interchange Resources. Elementary, Middle School, and Senior High School Lesson Plans. Categories for High School: Cross-Curricular and Other, Language Arts, Mathematics, Music, Science, Social Studies, Study Skills.
AskERIC Lesson Plans. The Educator’s Reference Desk. Collection contains over 2000 unique lesson plans written and submitted by teachers from all over the United States.
Best WebQuests.com – Choose a webquest from Content Areas: Arts & Music, Business & Economics, English & Language Arts, Health & Phys Education, History & Social Studies, Mathematics, Sciences, and others. Site also lists number of webquests available under 4 levels: early, middle, high, and adult. See also The 7 Red Flags: Warning Signs When Sifting WebQuests, Best WebQuests Update: 194 Best WebQuests from 1181 reviewed.
Class Activities that use Cooperative Learning.
Computer Integration Activities. Activities created by teachers and students at the Sir Wilfrid Laurier School Board, Quebec, Canada. WebQuests include:
- Acid Rain Webquest. WebQuest developed by Gerald Robillard, Our Lady of Peace School, Laval, Quebec
- Canadian, eh? Learn a little about Canada webquest by E. Malick, Grade 6, John F. Kennedy School.
- Eat Well ~ Feel Swell. A WebQuest on Nutrition for Grades 5 & 6 by Carol Ann Okpro, John F. Kennedy School.
- EcoQuest – Biomes Designed by Lorraine White and Janet Juarez, Our Lady of Peace School
- Famous Canadians. A WebQuest for Grades 5 & 6, designed by Gerald Robillard (Our Lady of Peace School) and Bob Colvil (Knowlton Academy).
- and others.edHelper.com.
With links to 2500 lesson plans.The Gateway to Educational Materials (GEM). Search or browse The Gateway to find high quality educational materials, including lesson plans, activities, and projects from GEM Consortium member sites. Options: Simple Search, Browse Subjects, Browse Keywords.Highschool Webquests. Created by Bob Stevenson. Pick A Subject from: Math, Science, Social Studies, Language Arts, Technology, Foreign Language, Business and Economics, Art and Music, Health and Physical Education, Life Skills and Careers.
Illuminations from National Council of Teachers of Mathematics (NCTM). 64 online activities, 492 lessons for preK-12 math educators, Principles and Standards for School Mathematics outlines the essential components of a high-quality school mathematics program, plus links to useful mathematics education resources on the Internet.
Learning Center (Library and Archives Canada – LAC). A collection strong in history, literature and music, including websites, educational tools, and digitized primary sources (printed documents, diaries, maps, illustrations, paintings, manuscripts, and printed and recorded music) from LAC holdings.
LessonPlansPage.com. Over 2500 free lesson plans. (Pop-up ads).
Nellie’s English Projects: High School WebQuest Tasks (ages 15-18). Scroll bar on the left. See also Junior High School WebQuests (ages 12-15), and Elementary School WebQuests Grades 4-6 (Ages 9-12), and other resources.
The New York Times Learning Network. Teacher, Student and Parent Connections. Daily Lesson Plans for Grades 6-12 covering all major subjects. Includes lesson plan archive and lesson plan units.
A Rubric for Evaluating WebQuests. Original WebQuest rubric by Bernie Dodge. See also Cooperative Group Rubric from Cinco de Mayo.
Student Web Quests. Six webquests designed by students from Mrs. Allnutt’s Class.
Surf Report: Online Projects from Wisconsin Educational Communications Board (ECB). K-12. Projects range from simple to complex. Variety of topics: Feeding Minds, Fighting Hunger, Who Am I? Seasonal Changes through our Eyes and Yours, and others.
Teacher Resources from Lake Forest School District 67, IL.
Teaching Tool: WebQuests from Educational CyberPlayGround™. Links to Elementary School WebQuests, Teaching Tool for Music WebQuests, Teaching Tool for Math WebQuests, Teaching Tool for Art WebQuests, Teaching Tool for Linguistics WebQuests.
Teaching with the Web. Choose a category: K-2, 3-5, 6-8, 9-12. High School WWW Resources subdivided into: Fine Arts (Art, Drama, Music), Language Arts (Grammar, Literature, Mythology, Public Speaking, Writing), Math, Science (Astronomy, Biology, Chemistry, Geology, Physics), and Social Studies. Lots of great links, Hotlists, and WebQuests.
Teaching with WebQuests. Suggested links to The Best Wequests on the Net, including: 1998 WebQuests – Body Builders, Desert Biome, Fast Food Nutrition, Comets, Viruses and lots more; 1999 WebQuests – Endangered Animals, Electrical Circuits, Flowers, Properties of light, Electromagnets and lots more; and 2000 WebQuests – Genetics, Dinosaurs, and Mammals.
Template to Create a WebQuest – Put the Title of the Lesson Here – Teacher Page. Student Template. From English Montreal School Board, Montreal, QC.
ThinkQuest New York City Library – Learning with the Power of Technology. Well organized collection of websites created by students and teachers in New York City. Search by Categories: Arts & Entertainment – Music; Books & Literature – Plays, Poetry; Business & Industry; Computers & the Internet – Programming; Education; Health & Safety – Food; History & Government; Languages & Language Arts; People & Places – China, New York City; Philosophy, Religion & Mythology – Greek; Reference & News; Science – Astronomy & Space, Biology, Geology; Society & Culture – China, Egypt, Greece; Sports & Recreation – Basketball; Technology.
Understanding and Using WebQuests. Workshop Resources by Midge Frazel.
Web-Based Lesson Plans. This collection of six lesson plans is designed for Adult Education but may be adapted for high school or ESL usage. Lesson topics include: Introduction to the Web, Women’s History, and Learning English Using Fables.
WebQuest Collections. Updated by Bernie Dodge, San Diego State University.
WebQuest: Connecting Students to the World from Guilford County Schools, Greensboro, North Carolina. Select WebQuests by Grades: K-12, Select WebQuests by Subjects: Language Arts, Math, Science, Social Studies, The Arts, Vocational.
WebQuest Directory from Sir Wilfred Laurier School Board, Quebec, Canada. Includes links to Elementary and Secondary Unit Plans.
WebQuest – Index of Lessons. WebQuests were created during a three day Inservice in the Summer of 1997, from Macomb Intermediate School District, Clinton Township, MI.
The WebQuest Page. Topics covered: How to develop and create Web-based lessons, WebQuests and other Internet projects. Includes an online lesson plan collection for K-12 plus Big6 Lessons. Site provides a ready-to-use Student Webquest Template and links to additional materials and resources.
WebQuests Based on Literature selected by Bernie Dodge, San Diego State University.
WebQuests Created by Teachers in Spartanburg District 3 in Glendale, SC. Page includes links to other K-12 webquests.
WebQuests Created for Middle School Students Grades 6-8 by Buncombe County School Staff, Asheville, NC.
Web Quests from Milton Town School District, Milton, VT. Including: Best WebQuests Link, UVM Student Created WebQuests – Science, Milton Elementary School Web Quests, Milton Middle School Web Quests, Milton High School Web Quests.
WebQuests from Spartanburg District 3 County Schools. K-12. Includes many WebQuests created by teachers, other WebQuest links and WebQuest collections.
WebQuests from Vicki Blackwell’s Internet Guide for Educators.
WebQuests from webTeacher. Topics include: Introduction to WebQuests, Examining WebQuests, Building Your Own WebQuest, Preparatory Work, Designing the Process, Implementation, plus Additional Resources.
WebQuests Across the Curriculum by Edmund J. Sass, Ed.D. More than 350 WebQuests and WebQuest Resources. Examples of WebQuests by Subject: Art, Geography, Health/Nutrition, History, Language Arts, Literature for Adolescents, Literature for Children, Mathematics, Music, Political Science/Government, Psychology/Sociology, Religion, Science, World Languages.
WebQuests and More: Everything WebQuest. Includes resources by Tom March: Why WebQuests? WebQuest Design Process – Three stages: Exploring the Possibilities, Designing for Success, Creating Your WebQuest, Filamentality – Quick & Dirty WebQuest maker, WebQuest Template, WebQuest Rubric, and more.
WebQuests and On-Line Research: Philosophy and Method from Trinity College, West Australian High School.
Webquests and Resources for Teachers. Find Webquests under Categories: History, Social Studies, Science, Miscellaneous, and links to Lesson Plan Sources.
WebQuests for Kids developed by Kathi Mitchell. Links to selected webquests (K-12) under categories: Social Studies, Science, and Other Topics.
Webquests for Nashville Schools. The Library Power Project for Nashville Schools sponsored a workshop in which teams of library media specialists and teachers created Webquests which support the Core Curriculum.
Weekly Online Lessons from Learners Online. Each week, Learners Online publishes a new online lesson that takes learners on a thematic journey across cyberspace. Lessons are tied to current events and help learners extend their knowledge on a wide range of topics. Includes Lesson Archives for Grades 3-12, but mostly for 7-12.
Welcome to the World of Webquests. A Webquest of Webquests: Selected list of 152 WebQuests available on the Web in no particular order.
Wired Learning – Filamentality. Web-based lessons, activities and more. Filamentality is a fill-in-the-blank interactive Web site that guides you through picking a topic, searching the Web, gathering good Internet sites, and turning Web resources into learning activities. Site includes Videoconferencing, Activities, Projects, Resources, Lessons, and Tools.
394.268 Christmas, Halloween, Valentine’s Day
Christmas Trees & More – Education. Including Christmas Tree Education Kit: The Virtual Christmas Tree Farm from Ontario, Canada. See also Lesson Plans, The Life of a Christmas Tree – Video clips of the life of a Christmas tree, and more.
398.22 Arthurian romances, Grail, (Holy Grail), (Arthur, King – Romances), (Knights of the Round Table)
Arthurian Legends WebQuest! from Moraga School District, Moraga, CA.
Castles, Knights, and Gwen of Air. A WebQuest for Basic English 9, designed by Ms. Kelly Cavanaugh, McCutcheon High School, Lafayette, IN (based upon a design by Dawn Wasson).
King Arthur’s Round Table Roll Call. A WebQuest by Robin Pulido.
Webquest: Arthurian Legends and Lore. A King Arthur WebQuest from South Harrison Community School Corporation.
French Speaking Countries Web Quest by Shawn D. Hintz, Nicholas Orem Middle School, Prince George’s County, MD.
French Webquest: A Day in Paris from Clifton Public Schools, Clifton, NJ.
German Studies Webquests.
Grades 9-12 Foreign Language WebQuests.
Foreign Language Webquests: French, German, Japanese, Latin, Spanish from Rogers Public Schools, Rogers, AR.
Ole! Bullfighting WebQuest from Manteno High School (Spanish Program), Manteno, IL.
Some Sample WebQuests for Languages – An Analysis from Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota.
Bones Inside Us. Internet Scavenger Hunt by Vicki Blackwell.
Brainy Web Quest. A webquest about the brain.
Earth Science WebQuest.
Frogs – Science Web Quest by Beth Zemke, Irvine Unified School District, Irvine, CA.
Hands-on Science Lesson Plans. K-12. Topics include: Introduction to Science – What is a Scientist? Biology, Earth Science, Chemistry, Physics, and Math, plus links to other sites.
Hello Dolly: A WebQuest on Cloning by high school science teacher Keith Nuthall.
Human Skeletal System. A Web Quest for 4th and 5th Grade designed by Cindy Boguen.
An Internet WebQuest: Roller Coaster Physics from McGraw-Hill/Glencoe Science.
Journey to Alaska’s Glaciers: Webquest to Explore How Glaciers Shape the Land from iwebquest.com.
A “Rock Hound’s” Webquest: Exploring Rocks and Having Fun from iwebquest.com.
Women in Science by Lorna Holtman.
Look Who’s Footing the Bill. An Introductory WebQuest on Democracy and the National Debt.
Math Magazine WebQuest. An Internet WebQuest on mathmagazine by Ms. Russo, Merrick Avenue Middle School, Merrick, NY.
Math WebQuests by Leah P. McCoy, Department of Education, Wake Forest University, Winston-Salem, NC. Site includes Sample Math WebQuests:
Math Webquests from Saskatoon (East) School Division (SESD), Saskatchewan, Canada. Contents: General Resources, Elementary, Middle Years, and High School.
MetricQuest. A Math and Science WebQuest for Grades 5 & 6 by Peyri Leigh Ingrum. You are asked to decide whether or not the United States should be like the rest of the world and change to the metric system of measurement, called metrication.
Weekend at Bernie’s. A Budgeting WebQuest for 4th, 5th, and 6th Grades by Darian Deimling and Doug Stotts.
Would You Recommend It? A Webquest on Evaluating Math Games.
523.2 Solar system
Planetary Web Quest for Grades 7-9 Science, by Nancy Chatteinier, Davis Joint Unified School District, Davis, CA. See Web Sites with information on the Planets for more resources. Check out also Nasa’s Imagine the Universe and Within Our Solar System.
The Spectacular Solar System. Introduction, Tasks, Process, Resources, Learning Advice, Standards, Assessment, Conclusion.
PhysicsQuest. High School Physics Online Investigations. Quests include: Linear Motion, Projectile Motion, Isaac Newton, Conservation of Energy, Waves, Lawnmowers and Physics, Light and Color, Electrostatics, Einstein, Roller Coaster Physics, Atomic and Nuclear Physics, and Exploring the Planets. (Pop-up ads).
530.8 Measurement, Weights and measures, Metric system
Learning Math: Measurement from Annenberg / CPB. 10 sessions. Last session explores ways to apply concepts of measurement learned in K-8 classrooms. Watch Videos Online.
MCA Learning Units: Measurement. Units and Conversions, Perimeter, Area, Volume.
Measure It! from FunBrain.com. Easy, Medium, and Hard Centimeters, Easy, Medium, Hard, and Super Brain Inches. Includes K-8 Teacher Resources.
551.46 Ocean, Oceanography
Ocean Explorer: Education Lesson Plans direct access to 85 lesson plans developed by scientists and educators. Grades 5-12.
The Cloud Case: Teacher’s Guide from WeatherEye. Interactive online lesson designed for grades 5 – 8.
Clouds WebQuest written by Kathy Giese, graphics by Marlene Janisse, Macomb County School District, MI.
It’s in the Clouds. An Internet Treasure Hunt on clouds by Ms. Foley, Claypit Hill School, Adams Lane, Wayland, MA.
Salt: The Essence of Life. Multidisciplinary Curriculum for Students sponsored by the Salt Institute. Detailed 10-unit lesson plans designed by secondary school teachers, complete with ready-to-use student activity pages with answers provided. Some videos may need to be purchased. Be sure to check out numerous great Web links such as About Salt.
Genetic Lesson Plan Ideas from Genetics Education Center, University of Kansas. Including Forensic DNA (fingerprinting, solving crimes, law, courtroom lesson plans and references).
Human Genetics: A Worldwide Search for the Dominant Trait – Do You Have It? During this project, students (ages 12-18) will complete surveys, formulate hypotheses, and use the data compiled by students around the globe to test their hypotheses.
577.3 Forests and forestry
Rain Forest Quest by Lisa Sodee, Washington County Public Schools, Hagerstown, MD. (Difficult to read as the entire Webquest is written in CAPITAL LETTERS).
The Topic: Trees and Forests. Complete A Trees and Forests WebQuest. Select from 10 webQuest projects.
Trees & Forests: A WebQuest for 6th Grade Science by Shonna Barth, Bob Buday, Jim Kaupp, and Ray Hoger.
600 Technology / Health / Business
Grades 9-12 Health/PE WebQuests. WebQuest Examples.
Health WebQuest – Grade Eight AIDS WebQuest by Brenda Kahn, School Library Media Specialist, Haworth Public School, Haworth, NJ.
Personal Health WebQuest. College of Education, Wichita State University, Wichita, KS.
600 Technology (Applied sciences)
Bridge Building Web-Quest. Mr. Colletta’s Technology WebQuest for Middle School Levels, Smithtown Central School District, Smithtown, NY.
Computers – Webquests, Lesson Plans. Saskatoon (East) School Division Teacher Resources.
Robots: New Age Assistants. Grades 6-8 Technology WebQuest. Design a robot to explore Antarctica, by Debra J. Wetherbee.
Arti FAQ 21OO Directory from ThinkQuest. Contents include: Cave Art (Prehistoric, Egyptian), Classical Art (Greece and Renaissance), Modern Art (Realism, Abstract Expressionism), Pointillism (Impressionism, Cubism), Pop Art (Futurism, Pop Art), Present (Mona Moo, Millenaire), Quiz, and more.
ARTiculation: Learning to Look at Art. Contents: Elements of Art (Line, Color, Texture, Shape, Form, Space, Value), Principles of Design (Rhythm & Movement, Balance, Proportion, Variety & Emphasis, Harmony & Unity), Art Critiquing Process, Lessons Plans and Activities, Reviews & Resources, Timeline, and Vocabulary.
Artopia. A comprehensive Web-based arts experience designed for middle school students, covering the visual and performing arts.
Arts Connected from Minneapolis Institute of Arts and Walker Art Center. Includes full-color digital images of works of art, audio and video samples.
Avalon Arts Studio: Ideas for Teachers. Art ideas, art recipes, 3D art, printmaking, painting, watercolors, paper art, non-messy art, and more. (Pop-up ads).
Elementary Art Lesson Plans – Or what to do on Monday morning with 25 students staring at you! Hands On Art (Hands-on Lesson Plans), Computer Art (Computer Graphics Lesson Plans), Resources (Technology Hints Links and Websites, Regular Art Hints, Clipart, Inspiration and Quotes, Handouts and Templates, Humor, & Vocabularies).
741.5 Cartoons and caricatures
Comic Strip WebQuest by Edie Alridge, School of Library and Information Science, Indiana University Purdue University-Indianapolis, IN.
Daryl Cagle’s Professional Cartoonists Index. A unique resource with the largest collection of newspaper editorial cartoons on the web. Updates current cartoons from 54 newspaper editorial cartoonists. Lesson plans for Elementary, Middle, and High Schools.
Political Cartooning. A WebQuest for upper elementary & middle school & high school students, by Karen Kliegman, Searingtown School, Albertson, NY.
WebQuest Animations & Cartoons. A WebQuest to create animations and cartoons by Michele Plagman, Aitkin Community Schools, Aitkin, MN.
759 Artists, Painters
Getting to Know Pablo Picasso: Artist WebQuest by MaryJo Clark.
Famous Paintings for Students from Garden of Praise. These studies of Famous Paintings were written on an elementary level, but will be of interest to all ages. They will help students become familiar with and learn to appreciate the works of famous artists.
Country Music WebQuest. WebQuest on Patriotic Themes in Country Music by Pam Petty, for Grades 5-8. This WebQuest provides opportunities to explore some Country Music songs that reflect symbols of freedom found in the United States of America. WebQuest was noted as one of the “Top Ten” best sites on the Internet for the study of American symbols of Freedom.
The Mozart Connection: Exploring the Power of Music by Dianne W. Park, San Diego City Schools, Department of Educational Technology.
Music Resources. Music Lesson Plans on the Net, Software Titles to Teach Music, Music Theory, Piano Lessons Online, MIDI Sequencing Lessons, Bulletin Boards for the Music Classroom, Band Director Resources, Music Artist Biography Sites, Favorite MIDI Sites, plus a long list of General Music Sites.
Teen Music WebQuest by Brent Ranard, a computer applications teacher at Owen Valley High School, Spencer, IN.
JazzKids: Lesson Plans from PBS. Online activities are designed for students in grades K-5, with accompanying lesson plans for language arts (LA), social studies (SS), music (MU), and math (MA) teachers.
Jazz Musicians WebQuest by Sara Tolles, Tyro Middle School, Davidson County, NC.
Jazz Radio Program. A WebQuest for High School Jazz Band Students, by Jason S. Ladd, Oswego City School District, Oswego, NY.
791.43 Motion pictures
History in Film. In depth description and analysis of major films. Arranged by categories: 16th to 18th century, the American Civil War, 1910s to 1930s, World War II, Vietnam War, and other films including Godfather, My Fair Lady, The King and I, and more.
Lights, Camera, Action: Movie WebQuest by Jason Dudek, Milton Town School District, Milton, VT.
The Polar Express Book and Movie WebQuest by Dr. Pam Petty and Block 1 Students, Western Kentucky University, Bowling Green, KY.
796.48 Olympic games, (Olympics)
EdGate: Gateway to the Summer Games. Cross-curricular Olympic-themed lesson plans.
CyberGuides: Grades 9-12. Literature titles include: The Adventures of Huckleberry Finn, All Quiet on the Western Front, Black Like Me, The Canterbury Tales, The Crucible, Cry, the Beloved Country, The Glass Menagerie, The Grapes of Wrath, Great Expectations, Night by Elie Wiesel, The Odyssey, Of Mice and Men, The Pearl, The Pigman, Edgar Allan Poe (Author study), Virginia Woolf (Author study), and more.
822.3 Shakespeare, William, 1564-1616
Folger Shakespeare Library – Resources for K-12 Teachers. Teaching Shakespeare Lesson Plans, Primary Sources, Study Guides, and more.
Hamlet on the Ramparts, joint venture of Folger Shakespeare Library and the MIT Shakespeare Project. Multimedia exploration of Hamlet, complete with film, primary source materials, lesson plans, and tutorials.
The Middle Ages: Storytelling Webquest for elementary and middle students. Learn about the people of the Middle Ages, Castles, and Knights by studying their Tales and Legends.
SCORE History / Social Science. School of California Online Resources for Education, K-12.
932 Egypt – Antiquities, (Ancient Egypt), (Egyptology)
Ancient Egypt. Mrs Donn’s Lessons & Activities for K-12 teachers & students.
Ancient Egypt Webquest from iwebquest.com for elementary and middle students. Learn about Ancient Egyptian daily life, Egyptian mummies, Egyptian Hieroglyphics, King Tut (Tutankhamen), Egyptian games, and Archeology.
Ancient Egyptians Homework Help from Woodlands Junior School, Kent, UK.
Egypt. Interactive unit.
940.53 World War II, 1939-1945
BBC – Children of World War 2 (1939-1945). Find out what life was like for children in the Second World War. Includes a section for Teachers and Parents covering Curriculum Relevance, Lesson Plans, Printable Worksheets, and Online Activities.
Trailing the Samurai’s Tale. An Internet WebQuest on The Samurai’s Tale by Erik Haugaard. WebQuest by Dan Fickett, Bonita Vista Middle School, Chula Vista, CA.
Water in Africa. The standards-based learning units for K-12 students are the results of the work of 90 Peace Corps Volunteers serving in African countries over a two year period, combined with contributions of the World Wise Schools’ (WWS) classroom teachers, and WWS staff members. Site includes many photos and stories. Search Lesson Plans by: Title, Grade, or Subject.
Canadian Wartime Experience from Archives & Special Collections of University of Manitoba. Grades 4 & 6 materials cover life and times of Louis Riel and the Red River Resistance. Grade 9 material covers Peacekeeping, Human Rights, and Canada’s Role in World Conflicts. Grade 11 material covers Canadian involvement in World War I and World War II, including soldiers’ personal accounts.
Ontario History Quest. Discovering Documentary History 1820-1970. For Grades 7, 8, 10 and 12. Choose a grade to begin your quest to learn about Ontario history. Explore the past from images of original letters, diaries, pictures and other documents.
Statistics Canada – Teachers Learning Resources. Teaching Tools include Lesson Plans sorted by level and subject.
Virtual Museum of Canada Teachers Centre. Teaching Resources include: Lesson plans, online educational games for kids, and fun learning activities.
973 United States, United States – History – Chronology, United States – Politics and government, Americana, United States – Civilization, (American history), (American government), (American politics), (United States – Government), (United States – Time capsule)
Abraham Lincoln on Slavery and Race – Lesson Plan 1 for High School by Roberta McCutcheon, from History Now, American History Online. Numerous web links are provided along with related classroom activities. Also:
American History. Webquests.
American Revolution or Revolutionary War. Links to WebQuests under section: Complete a Revolutionary War WebQuest.
The Civil War through a Child’s Eye. Lesson Plans from the Library of Congress.
Crossroads. A K-16 American History Curriculum. Topics covered: Background Material, Essays, Curriculums covered: Elementary, Middle School, High School, and Postsecondary.
Dear King George III: A webquest on the American Revolution for 5th grade, author unclear. Original webquest possibly designed by Paula Anderson? Site from Dedham Public Schools, Dedham, MA. Includes links to Words and Music to Yankee Doodle and Games.
Ken Kantor’s Links to History Webquests including United States History.
The Learning Page: Teacher Resources – Lesson Plans Index by Themes, Topics, Disciplines or Eras from the Library of Congress. Lesson Plans by Title.
Our Scandalous Presidents: Whom Would You Impeach? (A U.S. History lesson plan) from Davison Community Schools.
Parents and Teachers Guide for www.whitehousekids.gov. Whitehousekids.gov is an educational opportunity for young Americans to learn about the White House and the President through fun and exciting features. Includes Lesson Plans. News for Kids, Math Challenge, Quizzes and Games, Photos, Videos, History, Tours, Pets, Traditions, Sports, Patriotism, and more.
Presidential History Resources. Include Epic Story of the Presidency and Historical Documents.
Presidents WebQuest. Designed by Maureen Smischney.
Travel the United States. Webquest by Chris Yancone, Johns Hopkins University, Center for Technology in Education.
United States Symbols Webquest from Nashville Schools. See also: United States Symbols WebQuest from Kennesaw State University, Educational Technology Training Center.
U.S. Imperialism WebQuest. WebQuest on American History by Student Teacher: Jason M. Bentley, Davison High School, Davison, MI.
Webquests and Resources for Teachers selected by Paul Hewitt, Davison High School.
What’s your sign? Dove? or Hawk? Vietnam seen through Music. Webquest to understand the historical aspect of the Vietnam conflict. Audience: 10th grade U.S. History.
Who Started the Fire? A WebQuest for 11th Grade American History by Julie Haines, Jackson High School, Jackson, OH.
American Aloha Lesson Plan: Perpetuating Indigenous Cultural Traditions in Diaspora. Grades 10-12. Subjects covered: History, Social Studies, Language Arts, Multicultural Music and Dance Appreciation.
Research About WebQuests
There are many graduate students world wide conducting thesis and dissertation research on the effectiveness of WebQuests. Some of these studies have made it into print as well, though the number of data-based studies in refereed journals is still small. There is not, at this point, any edited bibilography available about WebQuest research.
Here, though are some places to get started to begin your own research.
Google Scholar tracks many kinds of publications ranging from research journals to practitioner magazines and online papers. As of this writing, there are over 3000 articles cited that use the word WebQuest.
To narrow it down some, try adding the word thesis, or dissertation to the search terms.
A search of the ProQuest dissertation database reveals the studies described below. You may access the complete studies in most cases through a ProQuest account at your university.
A case study of the use of an inquiry-based instructional strategy with rural minority at-risk, middle grade students
Swindell, James Wilson, Jr., Ph.D., Mississippi State University, 2006, 183 pages
This qualitative case study examined the influence that an inquiry-oriented technology-rich classroom environment had on eight economically disadvantaged African-American middle-grade males categorized as at-risk for academic failure. The technology tools used were WebQuest activities designed to focus students' learning on using information rather than looking for it. Two additional significant effects of the WebQuest activities were to develop and support students' thinking at the levels of analysis, synthesis, and evaluation (Dodge, 1997).
This study was conducted at a rural high school (grades 7-12) with a 100% African-American student population located in a low socio-economic, predominantly African-American community in Northeast Mississippi. The study suggests that providing a structured, active, hands-on, and technology-rich cooperative classroom environment for at-risk African-American males produce these positive results: demonstrated leadership roles with their peers, improved behavior, self-motivation to learn, and academic achievement
Computer use in context: Looking through the lens of language socialization
Talamantes, Mona Loya, Ph.D., University of California, Riverside, 2006, 228 pages;
The purpose of this study was three fold: first, to understand the meaning particular students made of computer use as demonstrated in peer-to-peer communicative practices, while using a WebQuest Internet activity; second, to understand how local and nonlocal forms of social organization and culture related to the students' meaning construction in this context; and third, to understand how technology mediated the process.
I employed the lens of language socialization to analyze the specifics of the actions taken by, and the meaning-perspectives held by, the students in order to understand what sense they made of this computer application and how the WebQuest activity, as well as the computer itself, mediated student social action and learning as they worked together on the computer.
Three themes became evident as students worked on the WebQuest: negotiation of task, negotiation of knowledge, and off task behavior. Findings showed that within each of these themes of interaction, language served as a medium of socialization to norms, preferences, and expectations that reflected local and nonlocal forms of social organization and culture. Through this socialization, continuity and coherence were maintained, in the face-to-face encounters between the students as well as in the larger contexts of school and society. That is to say, students' actions reaffirmed and sustained established forms of social interaction that reflected prior socialization in other contexts. Students competently communicated and interpreted the meaning indexed in the language usage of their group, as their acts and stances instantiated particular social activities and identities in order to achieve particular social ends. The technology mediated this process by providing a context in which the students could enact learned forms of social interaction, and by providing the means through which they could demonstrate and construct their social and academic competence within the group.
Recommendations based on the findings of this study are provided regarding considerations for the make-up of student groups, computer set up, and considerations for WebQuest use specifically.
Integrating the Internet in the K--6 classroom: An online self-paced introductory course
Tran, Debbie, M.A., California State University, Long Beach, 2006, 71 pages
The purpose of this project was to create and evaluate an online self-paced course. This course introduced teachers to some strategies of integrating the Internet in the K-6 classroom. These strategies, which had been successfully used by many educators, were organized into 4 modules. Within each module, integration strategies were presented along with successful stories, an interactive quiz, and a self-assessment practice.
Four teachers from an elementary school volunteered to test and evaluate the course. They filled out a survey to rate the course in 4 categories. The course received an overall positive rating of 3.69 on a scale of 1-4 with 4 as "Strongly Agree." These teachers also participated in a focus group interview to discuss the strategies presented. Although they agreed that these strategies had educational values, they stated that only the strategies in the modules Integrating Web Resources and WebQuest were practical and applicable to their classrooms. This project report concludes with recommendations for future developers of online instructional systems.
The relationship between preservice teachers' social learning style preferences and learning activity role choices
Solis, John D., Ph.D., University of Wyoming, 2006, 198 pages;
For this study, the researcher examined if scoring patterns of preservice teachers on six social learning style preference categories were a predictor of WebQuest role choices. Participants were 118 preservice teachers enrolled in five sections of an undergraduate technology integration course. Participants completed the Grasha-Reichmann Student Learning Styles Scales (GRSLSS), the Instructional Strategy Survey, and a demographics survey. Analysis revealed that scoring patterns across all six social learning style preference categories were a weak predictor of WebQuest role choice. Qualitative analysis of responses to open-ended questions and statements provided further insight to potential variables that may have influenced group work and WebQuest role choices. Implications for effective instruction are included.
The effect of EFL reading instruction by using a WebQuest learning module as a CAI enhancement on college students' reading performance in Taiwan
Tsai, Shwu Hui Ellen, Ed.D., Idaho State University, 2005, 259 pages; AAT 3193423
The purpose of this study was to measure reading vocabulary acquisition and reading performance of EFL students when a WebQuest learning module as a computer-assisted instruction (CAI) was utilized to enhance the traditional EFL reading instruction. The study aimed to determine the effects of utilizing the WebQuest as a CAI on the traditional EFL reading instruction in a target university in Taiwan. In addition, this study reported the relationship between student attitudes and student perceptions toward the use of the WebQuest module.
A quasi-experimental research designed was employed for this study. A pretest and posttest reading comprehension assessment were administered for the both groups. The treatment group received a researcher developed WebQuest learning module embedded in a traditional EFL instruction, while the control group received traditional text-only EFL instruction. After the posttest, the treatment group received an attitudinal survey about learning attitudes and perceptions toward the WebQuest learning module.
The data was analyzed by a series of analysis of variance (ANOVA), which were used to determine significant difference between the groups. The results indicate that the students in the treatment group outperformed the students in the control group. The use of the WebQuest as a CAI enhancement produced a significant difference in students' vocabulary acquisition and story reading performance, but not in student's thematic reading performance. The results of survey indicated an overall positive attitude toward the WebQuest learning. A significant correlation was reported between student attitudes and student perceptions.
The effects of an inquiry-Internet research project on motivation, self-efficacy, and academic autonomy in heterogenously grouped high school Latin I students
Wagman, Janet Campbell, Ph.D., Capella University, 2005, 176 pages; AAT 3162731
Some students in heterogeneously grouped Latin classes are at academic risk, due to insufficient knowledge, inability to connect with the subject, and poor performances; all of which sustain and escalate one another until learners believe they also lack the ability to learn any aspect of Latin. The researcher engaged in action research, a branch of qualitative research, to determine if experiential learning methodologies, such as inquiry and research, could increase motivation, self-efficacy, and academic autonomy in Latin students. Using the WebQuest model as the means to understand phenomena and facilitate change, the researcher created an inquiry Internet-research project titled Cur Latina? The researcher recorded the participants' (teacher and students) ostensible behavior and perceptions concerning motivation, self-efficacy, and academic autonomy during their engagement in an inquiry-Internet research project. The researcher collected data via observations, performance assessments, a questionnaire, and interviews. The observation and performance assessment results of the study revealed that the Cur Latina? project helped students achieve competence in an interrelated area within the Latin I curriculum. The students' motivation, self-efficacy, and academic autonomy increased because their areas of expertise were integrated into the Ecce Romani Latin I textbook and would continue to be employed throughout the Latin I course. Student questionnaires and interviews revealed that many students preferred information to be presented holistically with knowledge building upon itself in its relation to a greater whole. 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
Roberts, Leanne M., Ph.D., The University of Akron, 2005, 215 pages; AAT 3175341
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? (b) How is the process of creating a WebQuest different for preservice teachers in a collaborative work configuration and those working in an individualistic configuration? Why? (c) How do WebQuest products differ between those created in an individualistic work configuration and those created in a collaborative work configuration? Why? (d) How does the role of technology influence the WebQuest creation process and product?
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. collaboration.
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
Bryand, David A., M.Ed., University of Prince Edward Island (Canada), 2005, 140 pages
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.
Actividades de desarrollo ocupacional WebQuest, "Exploro mi futuro"by Castro De Jesus, Elsa M., M.Ed., University of Puerto Rico, Rio Piedras (Puerto Rico), 2004, 127 pages;
Exploro mi futuro es un conjunto de actividades diseñadas para jóvenes de escuela superior. Las actividades y et producto final del proceso de exploración, enmarcadas en la teoría del Dr. John Holland, están desarrollados para que se identifique con alguno de los seis tipos de personalidad postulados por la teoría. Utilizando et sistema WebQuest, se produjo un programado en Microsoft Power Point que incluye: Introducción, Explora, Pasos y Conclusión. Incluye once actividades que se pueden acceder mediante "Adobe Reader". También incluye vIdeos que se visualizan en "Windows Media Player" y conexiones a la Internet. Los materiales producidos incluyen un Manual de Consejería , un CD-ROM que contienen las actividades de desarrollo ocupacional y una Plantilla para et estudiante. Se validó et proyecto de forma preliminar con un panel de jueces expertos y con estudiantes de escuela superior.
Electronic literacy: Teaching literary reading through the digital medium
Rozema, Robert Adams, Ph.D., Western Michigan University, 2004, 263 pages;
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. 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. 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.
The effect of the WebQuest Writing Instruction on EFL learners' writing performance, writing apprehension, and perception
Chuo, Tun-Whei Isabel, Ed.D., La Sierra University, 2004, 176 pages;
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. One class (N = 52), as the control group, received traditional classroom writing instruction. The other class (N = 51), the experimental group, received the WWI. Both groups used the process writing approach. In the control group, teacher-directed oral discussion in the traditional classroom provided the primary writing input. 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 14-week period.
The results indicated that the WWI improved students' writing performance significantly more than the traditional writing instruction. The WWI class also experienced significant reduction in writing apprehension; however, no significant difference in reduced apprehension could be found between the WWI class and the control group. In addition, students had a favorable perception of the WWI, recognizing more advantages than disadvantages of language learning through web resources. Nonetheless, no significant correlation could be detected between students' perception and their improved writing performance. Neither was there a significant relationship between students' perception and their reduced writing apprehension.
The findings suggested that integrating web resources into EFL writing instruction, using the WebQuest model, was effective for enhancing students' writing performance and provided a positive learning experience. It is thus recommended that EFL teaching practitioners adopt the WebQuest model in making use of web resources for their instruction. Since very few studies of this kind have been conducted, further research is warranted to shed light on the effectiveness of WebQuest-based pedagogy on EFL learning.
WebQuest design strategies: A case study measuring the effect of the jigsaw method on students' personal agency beliefs, engagement, and learning
Frazee, James Phillip, Ed.D., University of San Diego and San Diego State University, 2004, 186 pages
The WebQuest model continues to grow in popularity, with teachers from around the world and many teacher-educators and experts in the field of educational technology espousing its potential to extend content knowledge and promote higher level thinking. While the model is well received by teachers and students alike, most evidence of its effectiveness is anecdotal, and there is very little in the way of empirical research on the elements that make an effective WebQuest. Furthermore, rich descriptions of how students interact during a well-developed WebQuest are largely absent from the literature. In short, the WebQuest model suffers from a lack of scholarly research which may impede practitioners interested in using this approach to design and deliver effective Web-enhanced instruction.
Successful WebQuests must address three pedagogical design challenges: Enhancing students' personal agency beliefs; sustaining student engagement; and, promoting students' deep understanding and critical thinking. This dissertation was a comparative two-case case study that investigated how one cooperative learning method, Jigsaw, was adapted for use with a WebQuest about living with AIDS . The researcher compared two versions of the WebQuest, one with and one without the addition of the Jigsaw method, and showed how they addressed each design challenge.
Feedback from 89 students participating in two undergraduate history classes revealed significant differences by class in the following important areas: Students in the No Jigsaw class were more likely to use a negative statement to describe the quality of interaction with their teammates post-Jigsaw. Students in the Jigsaw class perceived more strengths and fewer weaknesses with the WebQuest than the No Jigsaw class, and shared more positive and fewer negative remarks regarding overall satisfaction with the WebQuest experience. Perhaps most importantly, students in the Jigsaw class spent significantly less time on task post-Jigsaw when controlling for Midterm Score and prior experience with the content domain. Finally, while students from both classes did equally well on the measures of content learned, the results suggested that the students from the Jigsaw classes were more efficient with the time they spent working on the WebQuest task outside of class.
Preparing teachers to use technology: The WebQuest in the secondary English language arts methods classroom
Dobson, Melinda C., Ph.D., Western Michigan University, 2003, 198 pages;
This study focuses on why and how English language arts methods instructors can integrate WebQuest development into their courses. Behavioral, cognitive, and constructive learning theory are established as a theoretical basis for introducing the WebQuest into the English language arts methods curriculum. Practicing teachers are surveyed about their WebQuest-use to identify positive and negative outcomes of the activity. National and international standards the WebQuest fulfills are identified. This study focuses on how to integrate technology in general into the methods course and then documents the development of the researcher's WebQuest and that of three different secondary English language arts methods classes over three academic semesters. Surveys, course electronic-conference transcripts, questionnaires, and preservice teacher-created WebQuests are the primary sources of evidence.It is determined that preservice English language arts teachers can integrate pedagogical skills and content knowledge into an effective Web-based lesson by creating a WebQuest when given technology support. The WebQuest allows teachers to utilize student-centered learning, cooperative learning, critical thinking activities, and authentic assessment while also tapping into the vast resources on the World Wide Web. The study also documents how three preservice teachers were able to use WebQuests in their intern teaching.
Guidelines for designing inquiry-based learning on the Web: Online professional development of educators
Lim, Byung-Ro, Ph.D., Indiana University, 2001, 272 pages;
This study sought to identify guidelines for designing online inquiry-based learning environments (OILEs) for professional development for teachers. Specific questions were: (1) What design elements are currently being used to facilitate inquiry on the Web, (2) What are the critical characteristics of online inquiry based learning environments, (3) What structure and scaffolding would be necessary to facilitate inquiry on the Web, and (4) What would appropriate design elements be in terms of facilitating inquiry on the Web?
In order to understand online inquiry-based learning environments and articulate design guidelines, three cases that used an inquiry-based learning approach on the Web were selected: WebQuest, Inquiry Page, and the Learning to Teach with Technology Studio. Interviews with designers, developers, and teacher-learners were conducted, in addition to document analyses. Strengths and weaknesses of each case were identified. A model for designing OILEs was first developed, based on principles derived from the case studies. Next, an initial set of more than 60 prescriptive guidelines for designing OILEs was created. Following review by several professionals in the field, guidelines were subsequently revised.
The model has three levels: (1) an inquiry module, (2) a nurturing environment, and (3) a community of inquiry. The design guidelines suggested in this study cover four main areas: (1) assessment of the preconditions, (2) design of an inquiry module, (3) design of a nurturing environment, and (4) design of a community of inquiry. Based on comments by reviewers of the guidelines, unresolved issues were identified. These issues include: (1) asking a right question, (2) promoting ownership, (3) using multiple levels of representations, (4) using national curriculum standards, (5) using a design mode, (6) planning inquiry, (7) carrying out systematic investigation, (8) using inquiry performance, (9) ensuring effective reflection, (10) providing scaffolding, (11) providing resources, (12) using various cognitive tools, (13) developing customized space, and (14) developing a community of inquiry. Also, three other general issues were discussed: (1) visual representation of structure for inquiry, (2) teacher-as-designer approach, and (3) instructional use of OILEs.
Student motivation, self-efficacy and task difficulty in Web-based instruction
Reinhart, Julie Marie, Ph.D., Indiana University, 1999, 132 pages;
This study sought to investigate the relationship between motivation to learn from web-based instruction with task difficulty and self-efficacy. There is a need to study this topic because of the increased use of web-based technologies for educational purposes. The findings of this dissertation work should further our understanding of what influences a student's motivation to learn from web-based instruction.
Sixty-three undergraduate education majors participated in this study. The participants were grouped by their perceptions of self-efficacy with web-based instruction (low, medium and high). They were then randomly assigned to an instructional task that was either of low, medium or high difficulty level. The students were then asked to spend two 50-minute class sessions to complete an assigned instructional task.
There appears to be a positive relationship between students' self-efficacy for web-based instruction and motivation to learn from web-based instruction. This finding is based on the instructional tasks the participants completed. Also, this result is not conclusive and further research needs to be done to either support or reject the finding. Another result suggests that students' motivation to learn from web-based instruction is positively related to achievement with such instruction.
Other findings suggest that the issue of students' control of their learning may not be an important issue for certain types of web-based instructional activities. This is because students' motivation levels and achievement levels do not appear to be significantly related to their 'control of learning beliefs' when they are involved in short-term WebQuest instructional activities.
Finally, the findings suggest that future studies that compare the difficulty levels of instructional tasks should not use hypothetical instructional tasks to measure perceived differences in task difficulty. Future studies should use pilot tests in which the participants actually participate in the instructional activity that they rate.