We learned in class that a WebQuest refers to a web-based project which requires students to interact with each other, think critically, and be actively engaged with the resources and technologies they are provided. WebQuests should be designed so that learning takes place through activities that are both student-centered and inquiry based. WebQuests contain important elements and generally follow a similar format, including:
- An introduction to a topic being studied
- The presentation of a scenario, mission, or task
- Process guidelines which specify groups, a timetable, resources, and presentation formats
- Evaluation criteria, usually in the form of a rubric
- Conclusions or main ideas students should take away from the activity
- Teacher resources and worksheets
It is important for us, as pre-service teachers, to review WebQuests we find on the internet critically in order to use them most effectively in the future. These activities can unintentionally become uninteresting and time-consuming if the WebQuest used does not successfully guide students towards specific learning outcomes through cooperative and interactive questions and resources.
As I practiced analyzing WebQuests found out on the internet, I wanted to explore the types of WebQuests that would be available to me in the future to use with a class of biology students. To find examples that would fit closely to the model of a good WebQuest I formed in my head during our technology class, I searched for a topic that I knew would have plenty of information and strong opinions associated with it – cloning. There were several websites I knew I would probably not use in my own classroom just from a quick glance at the format and context. These websites were often missing key elements. For example, some of the activities advertised as WebQuests on cloning did not require any collaboration or consensus from the students. Other WebQuests did not provide any web-based resources for students to refer to during the process of completing the activity. I also ruled out activities that referenced only a few web-based resources, or resources presenting only a limited number of viewpoints. These would not help the students to think as critically compared to activities that required students to take on multiple perspectives. In the end, I was able to find four comparable activities on the topic of cloning that were true WebQuests, based on the characteristics we defined in class.
The first WebQuest, “Human Cloning: Some Ethical Considerations”, was produced as part of a textbook package for teachers by Glencoe. The Glencoe textbook, Biology: The Dynamics of Life (2004), is included on the list of state approved textbooks for teaching biology that aligns with the Virginia Standards of Learning. The task for this WebQuest for students is to research cloning, form an opinion on whether human cloning should be allowed, create a set of ethical standards to govern cloning technologies, and conduct a survey to determine how others view these standards and hold differing opinions. The Glencoe WebQuest seemed both engaging and informative for students. It gave students clear reasons why issues of cloning are current, relevant, and controversial. It also provided multiple resources for each topic related to cloning and multiple perspectives from the debate on human cloning. The sight presented a range of questions for the students to answer which required different cognitive level skills (identifying, explaining, forming judgments). One thing I might change about the WebQuest would be to include the evaluation, which was only listed as a rubric under teacher resources, with the student guidelines. I think it helps students to determine what is most important to focus on in the process if they can see how they are going to be evaluated. The “Human Cloning” WebQuest also does not directly require students to collaborate with one another to come to a consensus on the standards they would create to govern cloning technologies, making it less effective as a WebQuest activity.
The second activity I found was simply called “Cloning WebQuest”. The task for students was to take on the role of experts in different fields around the use of cloning and embryotic stem cell research in the treatment of Parkinson’s disease in order to present a list of recommendations to the Minister of Health on how to approach this controversial issue. The WebQuest clearly required students to interact with multiple points of view by exploring the opinions of scientists, religious leaders, doctors, and ethicists. The WebQuest provided guiding questions for each individual role as well as for the whole group to consider. It also made sure to require students to collaborate in reaching a final opinion on the use of stem cells in cloning research. Although the set up for this activity was interesting and very inquiry-based there were also major problems. Many of the links to resources on various topics did not work correctly. The WebQuest had not been updated since September of 2000. I think it is especially important to consider the date a WebQuest or the resources referred to within a WebQuest are updated when the topic being explored in current, controversial, or science related. In a topic like cloning, the scientific discoveries that can happen in 10 years may make previous arguments irrelevant or may provide evidence for an entirely new perspective. Another problem with this WebQuest was that there was no conclusion or way of tying together what students had learned. The site was also not very visually interesting as far as layout or graphics.
The third WebQuest I found was titled “Hello Dolly”. The task for students during this WebQuest was to “ask good questions, access current information, analyze the validity of sources, reach consensus with your peers, take action, and explain the consequences. All in an effort to answer one primary question: What government policy should be established to regulate cloning?” I loved that, within their task, the students are directly instructed to “Keep an open mind.” I thought this was one of the best WebQuests on the topic. The site was attractive, easy to follow, and organized. Students were guided in how to work as a team, explore multiple perspectives, and use a variety of resources to gather information. There were rubrics for each team role and for each whole-group aspect of the project. The WebQuest also required students to take action by contacting a real legislator for their area to voice their opinion and receive expert feedback. I thought this was a great way to make the topic engaging and interactive for students. The only problem I noticed in this WebQuest was that it was also slightly outdated. The last update was in March of 2003, however, all of the web-based resources listed appeared to still be working links.
The fourth WebQuest I looked at on cloning was titled “Legalize Cloning, or Not?” This WebQuest required students to form research committees that would advise a senator on where he or she stands on the issue of human cloning. The WebQuest contained all of the necessary components, including, team collaboration, a variety of perspectives, and multiple working web-based resources. However, there were very few guiding questions for students encouraging them to think critically about all of the information before forming their conclusions. They were only required to research the issue and create a persuasive poster. I thought the activity could be more inquiry based by asking students to develop and answer some of their own questions about cloning.
WebQuest URL’s:
1. http://www.glencoe.com/sec/science/webquest/content/cloning.shtml#top
2. http://www.geocities.com/cloningwebquest/index.htm
3. http://powayusd.sdcoe.k12.ca.us/projects/dolly/#conclusion
4. http://questgarden.com/72/41/8/081103172444/index.htm
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