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THE EFFECT OF USE OF WEBQUEST IN SCIENCE EDUCATION ON PERSISTENCY AND ATTITUDE LEVELS FOR SCIENCE AND TECHNOLOGY LESSON

Year 2012, Volume: 41 Issue: 1, 95 - 104, 08.03.2014

Abstract

Effect of webquest method on science teaching was examined in this study as being one of the most important reflections of technology to the education and it was shown that students structured the knowledge in the coordination and enjoying with this method. The purpose of this study was to examine the effect of webquest-assisted teaching method for unit “The Structure and Properties of Matter” in the Science and Techonolgy lessons on attitude towards science lesson and retention of knowledge. Semi-experimental pattern with pre-test – post-test group was used in the study. Study group comprised of 30 students as 15-person control group, 15-person experimental group attending to a private school. “Academic Achievement Test of Science and Technology Lesson” and “Scale of Attitude Towards Science” were used in the study as a data collection tool. Data obtained were analyzed by Mann Whitney-U test and Wilcoxon test. At the end of the study, it was seen that web-assisted teaching technique did not affect attitudes of students towards science but had positive effect on level of remembering.

References

  • Abu-Elwan, R. (2007). The use of webquest to enhance the mathematical problem-posing skills of preservice teachers. International Journal for Technology in Mathematics Education, 14(1), 31-39.
  • Akçay, (2009). The effect of webquest teaching method on the attitudes and academic achievement towards turkish lesson. Unpublished master’s thesis, The Enstitude of Social Sciences, University of Atatürk, Erzurum.
  • Akpınar, E., & Ergin, Ö. (2005). A sample instruction for science teaching based on constructivist theory. Hacettepe University Journal of Education, 29, 9-17.
  • Arıkan, Y.D. (2006). The effects of web-supported active learning activities on teacher trainees’ attitudes towards course. Ege Eğitim Dergisi. 7(1), 23–41.
  • Arıkan, Y.D. (2007). The effects of web-supported active learning activities on teacher trainees' achievement, attitudes towards course and further retention levels. Unpublished doctoral dissertation, The Enstitude of Educational Sciences, University of Dokuz Eylül, İzmir.
  • Beard, L.A., Harper, C., & Riley, G. (2004). Online versus on-campus instruction student attitudes and perceptions. Tech Trends, 48(6), 29-31.
  • Börekçi, C. (2010). Effects of a webquest activity for the information technology course on students’ achievement. Unpublished master’s thesis, The Enstitude of Educational Sciences, University of Balıkesir, Balıkesir.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods. Ankara: Pegem Akademi, 206-207.
  • Chang, C-Y. (2002). Does computer-assisted instruction + problem solving = improved science outcomes? A pioneer study, The Journal of Educational Research, 95(3), 143-150.
  • Çepni, S., Taş, E., & Köse, S. (2006). The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science. Computers & Education, 46, 192-205.
  • Çetin, O. (2010). The assessment of the effects of web-based teaching which is designed according to “Hypermedia Design Model” in science and technology classes to the academic performance and attitudes of students and the assessment of the views of teachers and students about the content of web-based teaching. Unpublished doctoral dissertation, The Enstitude of Educational Sciences, University of Dokuz Eylül, İzmir.
  • Çığrık, E. (2009). The investion effect of using webquest on the students’ achievement and attitude in science education at sixth grade. Unpublished master’s thesis, The Enstitude of Social Sciences, University of Uludağ, Bursa.
  • Dodge, B. (1997). Some thoughts about WebQuests. Retrieved June 08, 2011, from http://WebQuest.sdsu.edu/about_WebQuests.html
  • Drew, P., & Ausband, L. (2009). Developing higher-order thinking skills through webquests. Journal of Computing in Teacher Education, 26(1), 29-34.
  • Eşgi, N. (2006). Web temelli öğretimde basılı material ve yüz yüze öğretimin öğrenci başarısına etkisi, Türk Eğitim Bilimleri Dergisi, 4(4), 459-473.
  • Federico, P.A., (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16, 359-379.
  • Finlay, J. (2009). Special issue on Web-based technologies for social learning in computer science education. Computer Science Education. 19(4), 2005-2007.
  • Glennan, T.K., & Melmed, M.A. (1996). Fostering the use of educational technology: elements of a national strategy. Washington, DC: Rand Pub.
  • Gökalp, S.M. (2011). The effect of webquest based ınstruction on ninth grade students’ achievement in and attitude towards force and motion. Unpublished doctoral dissertation, Institute of Education Sciences. Middle East Technical University, Ankara.
  • Gülümbay, A.A. (2005). Comparison of computer concerns and success status of learning strategies of students being instructed by web-based and face-to-face teaching in higher education. Unpublished doctoral dissertation, Institute of Education Sciences, University of Anadolu, Eskisehir.
  • Halat, E. (2007). Views of pre-service elementary teachers on the use of webquest in mathematics teaching. Elementary Education Online, 6(2), 264-283.
  • Halat, E. (2008). The effects of designing webquest on the motivation of pre-service elementary school teachers. International Journal of Mathematical Education in Science and Technology. 39(6), 793–802.
  • Hançer, H.A., & Yalçın, N. (2009). The effect of constructivist approach-based computer-aided teaching in science on academic success and permanence. Cukurova University Journal of Social Sciences, 33(1), 75-88.
  • Hayes, M., & Billy, A. (2003). Web-based modules designed to address learning bottlenecks in introductory anatomy and physiology courses. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 1(2).
  • Horzum, B.M., & Çakır Balta, Ö. (2008). Students’ achievement, motivation and computer anxiety level in different web based learning environments. Hacettepe University Journal of Education, 34, 140-154.
  • Karasar, N. (2009). Scientific research method. Ankara: Nobel Distribution, pp. 87.
  • Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Psychology, 38(2), 260-271.
  • Kılıç, R. (2007). The effects of webquest assisted cooperative learning method on the attitudes and achievement towards mathematics lesson. Unpublished master’s thesis, The Enstitude of Social Sciences, University of Eskişehir Osmangazi, Eskişehir.
  • Kılıçer, K. (2008). Factors increasing adaptation and expansion of technological innovations. Anadolu University Journal of Social sciences, 8(2), 209-222.
  • Kurtuluş, A., & Kılıç, R. (2009). The effect of Webquest-aided cooperative learning method on mathematic learning. E-Journal of New World Sciences Academy Education Science, 4(1), 62-70.
  • Lahaie, U. D. (2008). Is nursing ready for WebQuest? Journal of' Nursing Education, 47(12), 567-570.
  • Leahy, M., & Twomey, D. (2005). Using web design with pre-service teachers as a means of creating a collaborative learning environment. Educational Media International, 42(2), 143–151.
  • Lim, S.L., & Hernandez, P. (2007). The webquest: an illustration of instructional technology implementation in mft training. Contemporary Family Therapy, 29(3), 163-175.
  • MEB, (2005). İlköğretim fen ve teknoloji dersi öğretim programı. Taslak Baskısı. Akara: Devlet Kitapları Müdürlüğü Basım Evi. ss. 9.
  • Oğuz, M. (2000) Effect of method of creative problem-solving method for primary school science lesson on achievement and attitude. Unpublished doctoral dissertation, Institute of Social Sciences, University of Hacettepe, Ankara.
  • Özden, Y.M., & Şengel, E. (2009). A web based learning in science education: Student attitudes and perceptions. E-Journal of New World Sciences Academy, 4(1), 197-207.
  • Özüsağlam, E. (2007). Web-based maths teaching and example of course presentation. Pamukkale University Journal of Faculty Of Education, 1( 21), 33-43.
  • Prensky, M. (2001). “Digital Natives, Digital Immigrants”. On the Horizon, 9 (5), 1-6.
  • Sanford, J., Townsend-Rocchiccioli, J., Trimm, D., & Jacobs, M. (2010). The webquest: Constructing creative learning. The Journal of Continuing Education in Nursing, 41(10), 473-479.
  • Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject Boston: Allyn & Bacon. pp. 1-6.
  • Smith, S. J., & Robinson, S. (2003). Preparing Future Teachers to Use Technology. Remedial and Special Education, 24, 154–160.
  • Şahin, N. (2010). Investigation of the effect of a learning environement based on webquest on 6th grade students’ academic success and attitudes toward information technology course. Unpublished master’s thesis, The Enstitude of Educational Sciences, University of Gazi, Ankara.
  • Tekin H. (1993). Eğitimde ölçme ve değerlendirme. Yargı Yayınları, Ankara.
  • Tüysüz, C., & Aydın, H. (2007). Effect of web-based learning on attitude of primary school students. Pamukkale University Journal of Faculty of Education, 2(22), 73-84.
  • Wang, S.K., & Reeves, T.C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Education Tech Research Dev, 55, 169–192.
  • Zacharia, C.Z., Xenofontos, A.N., & Monoli, C.C. (2011). The effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Education Tech Research Dev, 59, 399–424.
Year 2012, Volume: 41 Issue: 1, 95 - 104, 08.03.2014

Abstract

References

  • Abu-Elwan, R. (2007). The use of webquest to enhance the mathematical problem-posing skills of preservice teachers. International Journal for Technology in Mathematics Education, 14(1), 31-39.
  • Akçay, (2009). The effect of webquest teaching method on the attitudes and academic achievement towards turkish lesson. Unpublished master’s thesis, The Enstitude of Social Sciences, University of Atatürk, Erzurum.
  • Akpınar, E., & Ergin, Ö. (2005). A sample instruction for science teaching based on constructivist theory. Hacettepe University Journal of Education, 29, 9-17.
  • Arıkan, Y.D. (2006). The effects of web-supported active learning activities on teacher trainees’ attitudes towards course. Ege Eğitim Dergisi. 7(1), 23–41.
  • Arıkan, Y.D. (2007). The effects of web-supported active learning activities on teacher trainees' achievement, attitudes towards course and further retention levels. Unpublished doctoral dissertation, The Enstitude of Educational Sciences, University of Dokuz Eylül, İzmir.
  • Beard, L.A., Harper, C., & Riley, G. (2004). Online versus on-campus instruction student attitudes and perceptions. Tech Trends, 48(6), 29-31.
  • Börekçi, C. (2010). Effects of a webquest activity for the information technology course on students’ achievement. Unpublished master’s thesis, The Enstitude of Educational Sciences, University of Balıkesir, Balıkesir.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods. Ankara: Pegem Akademi, 206-207.
  • Chang, C-Y. (2002). Does computer-assisted instruction + problem solving = improved science outcomes? A pioneer study, The Journal of Educational Research, 95(3), 143-150.
  • Çepni, S., Taş, E., & Köse, S. (2006). The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science. Computers & Education, 46, 192-205.
  • Çetin, O. (2010). The assessment of the effects of web-based teaching which is designed according to “Hypermedia Design Model” in science and technology classes to the academic performance and attitudes of students and the assessment of the views of teachers and students about the content of web-based teaching. Unpublished doctoral dissertation, The Enstitude of Educational Sciences, University of Dokuz Eylül, İzmir.
  • Çığrık, E. (2009). The investion effect of using webquest on the students’ achievement and attitude in science education at sixth grade. Unpublished master’s thesis, The Enstitude of Social Sciences, University of Uludağ, Bursa.
  • Dodge, B. (1997). Some thoughts about WebQuests. Retrieved June 08, 2011, from http://WebQuest.sdsu.edu/about_WebQuests.html
  • Drew, P., & Ausband, L. (2009). Developing higher-order thinking skills through webquests. Journal of Computing in Teacher Education, 26(1), 29-34.
  • Eşgi, N. (2006). Web temelli öğretimde basılı material ve yüz yüze öğretimin öğrenci başarısına etkisi, Türk Eğitim Bilimleri Dergisi, 4(4), 459-473.
  • Federico, P.A., (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16, 359-379.
  • Finlay, J. (2009). Special issue on Web-based technologies for social learning in computer science education. Computer Science Education. 19(4), 2005-2007.
  • Glennan, T.K., & Melmed, M.A. (1996). Fostering the use of educational technology: elements of a national strategy. Washington, DC: Rand Pub.
  • Gökalp, S.M. (2011). The effect of webquest based ınstruction on ninth grade students’ achievement in and attitude towards force and motion. Unpublished doctoral dissertation, Institute of Education Sciences. Middle East Technical University, Ankara.
  • Gülümbay, A.A. (2005). Comparison of computer concerns and success status of learning strategies of students being instructed by web-based and face-to-face teaching in higher education. Unpublished doctoral dissertation, Institute of Education Sciences, University of Anadolu, Eskisehir.
  • Halat, E. (2007). Views of pre-service elementary teachers on the use of webquest in mathematics teaching. Elementary Education Online, 6(2), 264-283.
  • Halat, E. (2008). The effects of designing webquest on the motivation of pre-service elementary school teachers. International Journal of Mathematical Education in Science and Technology. 39(6), 793–802.
  • Hançer, H.A., & Yalçın, N. (2009). The effect of constructivist approach-based computer-aided teaching in science on academic success and permanence. Cukurova University Journal of Social Sciences, 33(1), 75-88.
  • Hayes, M., & Billy, A. (2003). Web-based modules designed to address learning bottlenecks in introductory anatomy and physiology courses. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 1(2).
  • Horzum, B.M., & Çakır Balta, Ö. (2008). Students’ achievement, motivation and computer anxiety level in different web based learning environments. Hacettepe University Journal of Education, 34, 140-154.
  • Karasar, N. (2009). Scientific research method. Ankara: Nobel Distribution, pp. 87.
  • Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Psychology, 38(2), 260-271.
  • Kılıç, R. (2007). The effects of webquest assisted cooperative learning method on the attitudes and achievement towards mathematics lesson. Unpublished master’s thesis, The Enstitude of Social Sciences, University of Eskişehir Osmangazi, Eskişehir.
  • Kılıçer, K. (2008). Factors increasing adaptation and expansion of technological innovations. Anadolu University Journal of Social sciences, 8(2), 209-222.
  • Kurtuluş, A., & Kılıç, R. (2009). The effect of Webquest-aided cooperative learning method on mathematic learning. E-Journal of New World Sciences Academy Education Science, 4(1), 62-70.
  • Lahaie, U. D. (2008). Is nursing ready for WebQuest? Journal of' Nursing Education, 47(12), 567-570.
  • Leahy, M., & Twomey, D. (2005). Using web design with pre-service teachers as a means of creating a collaborative learning environment. Educational Media International, 42(2), 143–151.
  • Lim, S.L., & Hernandez, P. (2007). The webquest: an illustration of instructional technology implementation in mft training. Contemporary Family Therapy, 29(3), 163-175.
  • MEB, (2005). İlköğretim fen ve teknoloji dersi öğretim programı. Taslak Baskısı. Akara: Devlet Kitapları Müdürlüğü Basım Evi. ss. 9.
  • Oğuz, M. (2000) Effect of method of creative problem-solving method for primary school science lesson on achievement and attitude. Unpublished doctoral dissertation, Institute of Social Sciences, University of Hacettepe, Ankara.
  • Özden, Y.M., & Şengel, E. (2009). A web based learning in science education: Student attitudes and perceptions. E-Journal of New World Sciences Academy, 4(1), 197-207.
  • Özüsağlam, E. (2007). Web-based maths teaching and example of course presentation. Pamukkale University Journal of Faculty Of Education, 1( 21), 33-43.
  • Prensky, M. (2001). “Digital Natives, Digital Immigrants”. On the Horizon, 9 (5), 1-6.
  • Sanford, J., Townsend-Rocchiccioli, J., Trimm, D., & Jacobs, M. (2010). The webquest: Constructing creative learning. The Journal of Continuing Education in Nursing, 41(10), 473-479.
  • Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject Boston: Allyn & Bacon. pp. 1-6.
  • Smith, S. J., & Robinson, S. (2003). Preparing Future Teachers to Use Technology. Remedial and Special Education, 24, 154–160.
  • Şahin, N. (2010). Investigation of the effect of a learning environement based on webquest on 6th grade students’ academic success and attitudes toward information technology course. Unpublished master’s thesis, The Enstitude of Educational Sciences, University of Gazi, Ankara.
  • Tekin H. (1993). Eğitimde ölçme ve değerlendirme. Yargı Yayınları, Ankara.
  • Tüysüz, C., & Aydın, H. (2007). Effect of web-based learning on attitude of primary school students. Pamukkale University Journal of Faculty of Education, 2(22), 73-84.
  • Wang, S.K., & Reeves, T.C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Education Tech Research Dev, 55, 169–192.
  • Zacharia, C.Z., Xenofontos, A.N., & Monoli, C.C. (2011). The effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Education Tech Research Dev, 59, 399–424.
There are 46 citations in total.

Details

Primary Language English
Journal Section Article
Authors

Mustafa Doğru

Fatih Şeker

Publication Date March 8, 2014
Submission Date March 8, 2014
Published in Issue Year 2012 Volume: 41 Issue: 1

Cite

APA Doğru, M., & Şeker, F. (2014). THE EFFECT OF USE OF WEBQUEST IN SCIENCE EDUCATION ON PERSISTENCY AND ATTITUDE LEVELS FOR SCIENCE AND TECHNOLOGY LESSON. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 41(1), 95-104.

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