IDENTIFYING CONSTRUCTS OF WEBQUEST LEARNING AS PERCEIVED BY PROSPECTIVE ELEMENTARY TEACHERS THROUGH DESIGN PROCESS

Year 2016, Volume: 4 , 438 - 443, 01.09.2016

Meriç Özgeldi İlker Yakın

Abstract

The
aim of this study was to explore prospective elementary mathematics teachers’
perspectives on WebQuest learning through the design of topics in elementary
mathematics. The data sources included prospective teachers’ written responses
to the assignments developed for forming their opinions and understanding how
they perceived the WebQuest learning process. 48 prospective teachers were
participated in this study. Participants’ written responses were analyzed
according to three underlying constructs of WebQuest learning affecting
teachers’ perceptions: constructivist problem solving, social interaction, and
scaffolded learning. While designing WebQuest, findings revealed that most of
the responses addressed making real-life connections in WebQuest learning.
Moreover, prospective teachers were aware of the importance of transferring
knowledge from different fields (art, science, and architecture etc.),
developing better interpersonal and small group skills, and facilitating
mathematical content comprehension. Methodological and practical
recommendations were provided for further studies to highlight primary factors
and constructs of the WebQuest learning. 

Keywords

WebQuest learning, design process, prospective teachers

References

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