Abstract
The present study focuses on the use of WebQuests as an instructive method. The study explores the extent to which WebQuests can be used as an instructive tool to enhance learners’ attitude towards science concepts learning and boost student creativity, decision making, initiative taking and engagement in the lesson. WebQuests were implemented in primary and secondary schools and students’ WebQuests were evaluated. For the purposes of the study, focus group discussions with 19 randomly selected primary and secondary education teachers with 74 science topics WebQuests implemented by 446 learners altogether and with 16 learners respectively were conducted as research tools. The findings indicate a positive attitude towards science learning, especially for “difficult to comprehend” or “less familiar” topics, as well as enthusiasm and interest on behalf of both learners and teachers. However, concerns are being reported regarding curricula flexibility to allow WebQuests implementation more often.
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Tsichouridis, C., Batsila, M., Vavougios, D., Tsihouridis, A. (2020). WebQuests: From an Inquiry-Oriented Instruction to the Connectivist Approach to Science Teaching for the 21st Century Learners. In: Auer, M., Hortsch, H., Sethakul, P. (eds) The Impact of the 4th Industrial Revolution on Engineering Education. ICL 2019. Advances in Intelligent Systems and Computing, vol 1134. Springer, Cham. https://doi.org/10.1007/978-3-030-40274-7_40
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