Web-Based Scientific Inquiry: Using A Webquest To Deconstruct And Evaluate Scientific Explanations
Leigh Haefner, Penn State Altoona, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The role of technology is becoming more prevalent in teaching and learning as digital tools and web-based resources become more accessible to K-12 schools. However, how teachers use these tools remains varied, and many lack experience and understanding of how multiple forms of media can support meaningful student learning. This paper shares a WebQuest designed to support the development of prospective elementary teachers' understandings of the role of data, evidence, and explanation in science, while serving as a model of using web-based resources for instruction. The context of this experience was an elementary science methods course where emphasis was given to both learning science and learning to teach science. A descriptive overview of the WebQuest, highlighting the features afforded by diverse web-based resources, and preliminary research findings associated with science learning are provided.
Haefner, L. (2008). Web-Based Scientific Inquiry: Using A Webquest To Deconstruct And Evaluate Scientific Explanations. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4700-4705). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).