Return to Social Studies Module Overview
Title: Creating WebQuests for Social Studies Instruction
Context: Two 75-minute class sessions plus one or more open computer laboratory sessions with individual assistance are needed for this module, and should be taught after all six other modules. It requires a computer classroom with web connectivity. This module can be seen as an “elective” by the instructor if webquest site construction appears beyond the needed computer infrastructure and support levels. If so, the introductory part of the module, with the introduction and evaluation/comparison of existing webquests, can be retained. Addresses ISTE Basic Technology Standards 1.3.1, 1.3.3, 2.2.5, 2.3.2, 2.4.1, 2.4.2, 2.4.4, 2.4.8, 2.4.9, 3.1.4. Addresses INTASC Core Standards, Principles 4.K.3, 6.P.5. Addresses NCSS Pedagogical Standards 5 and 6.
Description: This module teaches students required knowledge and skills for constructing social studies webquests as a form of lesson or unit planning. Webquests are structured units of activities, accessed by students on the web, and incorporate print and web materials within a framework of engaged learning.
Learning Goals and Objectives:
Bookmark, print, and study the “Concept Paper” on webquests at:
http://edweb.sdsu.edu/courses/edtec596/about_webquests.html
Bookmark and browse the following social studies webquest sites:
American Dreams …Through the Decades
on “Featured Lessons” at:
http://edweb.sdsu.edu/webquest/webquest.html
Searching for China on “Featured Lessons
at:
http://edweb.sdsu.edu/webquest/webquest.html
Avoid it Like the Plague on “A Matrix
of Examples” Social Studies at:
http://edweb.sdsu.edu/webquest/webquest.html
Bookmark, print, and study the webquest evaluation rubric criteria at:
http://edweb.sdsu.edu/webquest/webquestrubric.html
Major Learning Activities:
Introduction to WebQuest Concepts: Lecture/presentation with Q&A:
WebQuest is a format in which to put web-based lessons and units that are aimed at higher-order thinking – for authentic teaching and learning.
WebQuest higher – order thinking skills as goals:
1. Comparing: Identifying and articulating
similarities and differences between things.
2. Classifying: Grouping things
into definable categories on the basis of their attributes.
3. Inducing: Inferring unknown
generalizations or principles from observations or analysis.
4. Deducing: Inferring unstated
consequences and conditions from given principles and
5. Analyzing errors: Identifying
and articulating errors in one's own or others' thinking.
6. Constructing support: Constructing
a system of support or proof for an assertion.
7. Abstraction: Identifying and
articulating the underlying theme or general pattern of information.
8. Analyzing perspectives: Identifying
and articulating personal perspectives about issues.
Two different WebQuest forms, or lengths:
Short – term (designed for 1-3 class periods)
Long – term (designed for a week to a month)
Several steps in the format:
Introduction-sets the stage and provides background information
Task-authentic, doable, and interesting
Information sources-web and non-web bases
sources
Process-a description of the steps through
which learners will accomplish the task
Guidance-suggestions
about how to organize the information
Evaluation-by
what criteria and process will students' work be assessed
Conclusion-how
closure of the inquiry will be completed
Comparison and Evaluation of Existing WebQuests: Students work in teams of three in applying the webquest evaluation rubric on the Bernie Dodge web site to one of the three webquests in the preparation list above: American Dream, Searching for China, Avoid it Like the Plague. Small groups give reports and critiques, together with demonstrations from the webquest to illustrate strengths and weaknesses. The absence of the “evaluation” criterion should be emphasized with each, with brainstorming about how that could be added to each webquest.
Designing and Creating WebQuests (Optional Section): This portion of the module should be taught in workshop mode, with pairs of students working through the various steps in web site creation. It assumes use of Netscape’s version 4 and the Composer web editor. The following basic layout and editing features should be taught and practiced with one or two models given by the instructor for students to create on their own:
Text insertion
Use of headings
Centering
Varying text size, style, and color
Background color and tiling with images
Bold, underline, italics
Bullet and number lists
Horizontal rules
Links – external and internal
Images
Scanning images with flatbed scanner
Downloading images from the web
Creating images with digital camera
Tables
Spell check
Preview and publish
Design qualities such as storyboarding, navigation, consistency, contrast, short screens, use of color and icons for user orientation, should also be emphasized, partly through critique of examples, and partly through lecture/demonstration. The “Top 10 Mistakes in Web Design” (http://www.useit.com/alertbox/9605.html) web site can be used, with other simple readings about web design.
Assessment:
Short term performance assessment for this lesson will be made by judging the extent to which students can perform the required web site creation skills as well as their ability to invent ideas and assemble resources for viable webquests.
The long term performance assessment for this lesson will be in terms of the extent to which students create webquests that evidence quality on the key components of the evaluation rubric for webquests. If “critical friends” are used in assisting in the creation of webquests, then assessment will be made by students, critical friends, and the instructor.
Resources: