If you're looking for a way to use the Internet for dynamic, inquiry-based instruction, then you might want to consider developing your own webquests. Bernie Dodge, Professor of Educational Technology at San Diego State University, first coined the term "webquest" in 1995, when teaching preservice teachers how to use the Internet in a way that demanded higher-level thinking skills. More than just an interesting meander through the web, Dodge asserts, webquests are guided explorations that require students to interact with the material they encounter and do something with it. As quoted on the web site Concept to Classroom, he explains: "[K]ids have to make sense of what they are reading. They have to learn how to learn, learn how to work with each other, and to work with information that isn't, at first, clear."
To help you get a handle on just what a webquest looks like and how it can be used, we have put together a study of what makes a webquest useful and explained just what each component is and does. We also include annotated lists of quality math and science webquests, selected by our content specialists, to help give you some inspiration as you embark on your own creative journey.
All webquests are not created equal when it comes to student learning. The way in which a webquest is structured can make all the difference in the success or failure of that activity. So, even though webquests can come in different shapes, sizes, and formats, most of the ones we consider to be highly effective are, at least, organized around similar components to those we describe below. The sections of webquests we refer to below follow the design that was developed by Bernie Dodge, professor at San Diego State University. We have also made use of resources created by the San Diego City Schools and by Tom March (see Webquest Training Materials, referenced at the end of our article). Finally, for more explanation of what a webquest is and how it works, as well as some exemplary math and science webquests, see the article "Webquests for Science and Mathematics".
Introduction: This short paragraph, written to the student, communicates the "Big Question" to be answered in the quest. It introduces the activity or lesson, unveiling the scenario or role that students will enter into for the quest. The purpose of the intro is to hook and prime students for what lies ahead. In exemplary quests, students are asked an engaging question that promotes higher-level thinking. In the example from "The King of Tides" below, the creator of the quest could have simply asked students to determine what causes tides. Instead, he crafted an attention-grabbing scenario that requires students to analyze data, draw a conclusion, and defend a position.
Examples:
- "OK, here's the deal," the gruff inspector snarled as he spoke to your team of detectives. "For a long time people have been blamin' things on the moon! ... Now some nutcase has brought charges against the moon for causing the tides! And it's your job to bring me proof one way or another!" (Introduction to The King of Tides)
- "What would an Egyptian pyramid cost to build today? During this project you will be asked to estimate the cost of building a pyramid using modern materials and ancient methods." (Mr. Pitonyak's Pyramid Puzzle)
Task: The second component of a webquest, the task describes clearly the final product or performance to be created by the student through all the learning activities. It could be the solution to a problem, a product to be invented, or a position to be summarized and supported.
Effective tasks challenge students to synthesize information, draw conclusions, and/or apply and extend what they have learned.
Examples:
- In one webquest scenario, the NBA Players Union is threatening to go on strike again for higher salaries. After reading information from various sources and answering questions dealing specifically with their role [NBA player, team owner, sports agent, etc.], the students' task is to present and defend their position in the salary dispute. Finally, they must come to agreement on a restructuring of players' salaries. (For the Love of the Game?)
Process: In general, this section maps out the steps students follow to fulfill the task, usually in the form of a step-by-step procedure. This is an important element of a webquest because it provides the support students need in order to successfully complete the online project. It should include the set of online resources (carefully monitored for the unexpected dead link!) as well as guidance on how to structure and process the information collected. In this section, it is also appropriate to include tips or tools to assist students with the thinking/process skills they will need to use. Student roles should be explained in detail, and links to student handouts should be made available here as well.
Here are some examples of webquests with strong process sections:
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Offshore Windfarms in the United States? does an excellent job explaining the roles students need to adopt. Students assume these different roles as they work in groups to decide if the US should use wind farms. One section is devoted to each role and contains questions to help students consider the viewpoint and concerns of their respective role. Plus, links specific to each role give students the opportunity to gather the information they need to become a sound representative of the stakeholder group they represent. The role descriptions are followed by an equally clear and helpful section, Group Synthesis, that details the group-level work to be done.
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Bones and the Badge leads students through a clever sequence of steps. Students work in teams and select the case they want to solve. Each student on a team specializes in a different field of forensics. Before they are granted access to the evidence file for their case, they have to pass a quiz in their specialty area. Each student is responsible for scrutinizing the evidence in his or her specialty area. Then, the team must pool their knowledge to determine how the crime was committed. Finally, each team delivers an oral presentation to the class. The Teacher Pages are packed with ideas and tips to assist other teachers who want to use this quest.
Evaluation: In this portion, students learn how their final product or performance will be evaluated. If students work in groups, it's important to clarify whether or not their score will depend upon group performance (either in part or in total) or upon individual performance. Rubrics are a valuable and oft-used tool for webquest evaluation.
Examples:
- In Wetlands Under Attack, a quest designed for use in Louisiana, students are evaluated based on a number of factors, including their individual work, their group recommendation for reclaiming Louisiana's wetlands, and the data and sources they consulted to shape their recommendation.
- The author of A Creative Encounter of the Numerical Kind includes a rubric designed for the specific tasks of the webquest. This gives students a clear idea of what's required for high performance.
Conclusion: This section summarizes, in a few sentences, what students will have learned and achieved through the webquest activity. The conclusion should tie everything together and relate back to the Introduction. It can be a place to challenge students to ask further questions on the issues raised. Finally, it can be used to communicate the usefulness of the knowledge they have gained.
Examples:
- Check out the conclusion of "Offshore Windfarms in the United States?" to see a conclusion that summarizes the content and process skills students have gained and used. The author leaves students with a few parting questions that build on what they have learned and debated throughout the quest.
- An exceptionally apt conclusion is given in "For the Love of the Game?": "Use the questions to guide you in writing a short persuasive essay that argues whether or not money is the main factor that determines values in American society." One question asks students to list the five most highly paid jobs/professions in the United States, then to list the five most important jobs/professions. They then are asked: "Did what you write help you to understand how our values determine salaries?"
Webquest Training Materials
Here you'll find a treasure chest of resources on what a webquest is, why it's a great way to encourage students to use technology, and how to build your own.
Criteria for Assessing Best Webquests
Part of the Best Webquests site, which features an extensive list of quests for you to consider, this matrix provides a functional rubric for evaluating the quality of a webquest.
The Building Blocks of a WebQuest
These directions take you through every phase of webquest development. For each direction given, you'll find examples that link to corresponding portions of live webquests.
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