KaydedilenlerDerginizi ekleyin

Dergiler / The Eurasia Proceedings of Educational and Social Sciences / 2026 / Volume: 4

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

Meriç Özgeldi
İlker Yakın
Sayfa
—
Yayın Tarihi
2016-09-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Methodological and practical recommendations were provided for further studies to highlight primary factors and constructs of the WebQuest learning. 

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of this study was to explore prospective elementary mathematics teachers’ perspectives on WebQuest learning through the design of topics in elementary mathematics.
📊
Temel Bulgular & Veri: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.
💡
Sonuç & Katkı:Methodological and practical recommendations were provided for further studies to highlight primary factors and constructs of the WebQuest learning. 
🔬Tür:Research Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:WebQuest learning · design process · prospective teachers

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. 

🔖

Bu Makaleye Atıf Yap

Özgeldi, M., Yakın, İ. (2016). IDENTIFYING CONSTRUCTS OF WEBQUEST LEARNING AS PERCEIVED BY PROSPECTIVE ELEMENTARY TEACHERS THROUGH DESIGN PROCESS. The Eurasia Proceedings of Educational and Social Sciences, Volume: 4. https://ajindex.com/articles/1550405

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (14)

  1. Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564.
  2. Dodge, B. (1997). Some thoughts about WebQuests. Retrieved 17 May 2016, from http://webquest.org/sdsu/about_webquests.html
  3. Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., & Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education, 1(1), 66-88.
  4. Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: a longitudinal study of prospective teachers in a secondary M.A.Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  5. Kundu, R., & Bain, C. (2006). WebQuests: Utilizing technology in a constructivist manner to facilitate meaningful prospective learning. Art Education, 59(2), 6–11.
  6. Latuperissa, K. (2012). Action research on a WebQuest as an instructional tool for writing abstracts of research articles. Excellence in Higher Education, 3, 52-59.
  7. Lim, S. L., & Hernandez, P. (2007). The WebQuest: An illustration of instructional technology implementation in MFT training. Contemporary Family Therapy, 29, 163-175.
  8. Manning, J. B., & Carpater, L. B. (2008). Assistive technology WebQuest: Improving learning for prospective teachers. TechTrends, 52(6), 47-52.
  9. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
  10. Richardson, S. (2009). Mathematics teachers’ development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education, 9(2), 117-130.
  11. Tuan, L. T. (2011). Teaching Reading through WebQuest. Journal of Language Teaching and Research, 2(3), 664-673.
  12. Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2005). Webquest learning as perceived by higher-education learners. TechTrends, 49(4), 41-49.
  13. Zheng, R., Perez, J., Williamson, J., & Flygare, J. (2008). WebQuests as perceived by teachers: implications for online teaching and learning. Journal of Computer Assisted Learning, 24, 295-304.
  14. Wang, F., & Hannafin, M. (2009). Scaffolding prospective teachers’ WebQuest design: A qualitative study. Journal of Computing in Higher Education, 21(3), 218-234.