The Effects of WebQuests in the Social Studies Classroom: A Review of Research PROCEEDINGS
Meghan McGlinn, University of North Carolina - Chapel Hill, United States ; James McGlinn, University of North Carolina - Asheville, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
WebQuests are a promising and popular approach to tapping the potential of the Internet in teaching social studies. Structured as Web-based, group-inquiry projects, WebQuests are designed to promote students' in-depth understanding and critical thinking. The literature on WebQuests, characterized by theoretical rationale, online resources, descriptive reports, research reports, suggests that this type of project may represent an effective instructional tool for pre-service social studies teachers to learn to develop and employ. However, there are few experimental studies investigating the effects of WebQuests on student achievement. Controlled studies and action research examining the effects of WebQuests on student learning in social studies are needed to explore the transformative potential of this new educational resource.
McGlinn, M. & McGlinn, J. (2004). The Effects of WebQuests in the Social Studies Classroom: A Review of Research. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4833-4839). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 AACE