The Nature of Discourse as Students Collaborate on a Mathematics WebQuest

Orme, Michelle P.; Monroe, Eula Ewing

doi:10.1300/j025v22n01_12

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…In line with some studies on the effectiveness of webquest (Monroe & Orme, 2005;Asgari & Salehi, 2018), the present study concluded that webquest had a positive impression on the teachers' teaching skills. The researchers attributed these findings to the advantages of the webquest as a teaching/learning strategy.…”

Section: Discussionsupporting

confidence: 90%

Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran

Amini

2020

JCSLL

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Webquest is an Internet-based learning and teaching tool, within which is a process involving students and teachers to use it for educational purposes. As an educational tool, the webquest has gained popularity in the education field across subjects and settings and is generally well-received by both teachers and students. Many junior high school English teachers use webquests to support modern teaching methods to improve students’ instructions and learning processes in new opportunities of using webquest resources in English classes, as well. This study aimed at investigating the advantages and disadvantages of using webquests in Iranian junior high school English classes. This study also examined the application of webquests to motivate high school English teachers to teach more efficiently and provided the learners with a wonderful situation to learn English well. The present descriptive-analytical study was conducted in 2019 in four cities of Isfahan Province, Iran. The participants included 16 Iranian English teachers chosen based on the stratified random sampling method from junior high schools. The questionnaires and interviews were used to collect the data and the participants’ insights about the advantages and disadvantages of using webquests in their English classes. Many English teachers considered webquests helpful and believed that it could help students do duties better and that the teachers could teach English more effectively and meaningfully. Webquest resources, likewise, help teachers work in groups and share ideas associated with the school curriculum.

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Section: Discussionsupporting

confidence: 90%

Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran

Amini

2020

JCSLL

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“…In a survey study examining the perceptions of K-12 teachers, teachereducators, and school district administrators about WebQuests as an instructional strategy, Perkins and McKnight found that teachers expressed disappointment over the general quality of the WebQuests; they were especially critical toward rote tasks and complained about numerous errors and a general lack of planning. Similarly, Orme and Monroe's (2005) study of mathematics WebQuests also supports the need for more challenging tasks. They found that WebQuest tasks with embedded mathematical concepts produced more in-depth discussions among the students than tasks that focused solely on practicing procedural mathematical knowledge (Orme & Monroe, 2005).…”

Section: Multimedia Featuresmentioning

confidence: 86%

“…Similarly, Orme and Monroe's (2005) study of mathematics WebQuests also supports the need for more challenging tasks. They found that WebQuest tasks with embedded mathematical concepts produced more in-depth discussions among the students than tasks that focused solely on practicing procedural mathematical knowledge (Orme & Monroe, 2005).…”

Section: Multimedia Featuresmentioning

confidence: 86%

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WebQuests for English‐Language Learners: Essential Elements for Design

Sox

Rubinstein‐Ávila

2009

J Adolescent & Adult Lit

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The authors of this article advocate for the adaptation and use of WebQuests (web‐based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English‐language learners (ELLs). After examining eight WebQuests, the authors found that the WebQuests fell short of providing strategies to enhance ELLs' comprehensible input. Thus, the authors propose an adapted rubric that focuses on WebQuests' linguistic, multimedia, and organizational features to assess the extent to which they support ELLs. Recommendations for adapting existing WebQuests for ELLs include strategies such as chunking text, highlighting and previewing key vocabulary, and providing clear, step‐by‐step instructions. Suggestions for designing WebQuest with ELLs in mind are also offered. تلخيص البحث: يقدم مؤلفو هذه المقالة حجة لتبني رحلات على الشبكة العالمية ((وحدات تعلمية تعاونية متعددة مجالات دراسية مبنية على الشبكة العالمية)) واستخدامها لإدماج كفاءات تقنية وتنمية معرفة مجال محتوى على المستوى الثانوي ولتدعيم الحاجات اللغوية لدى دارسي اللغة الإنجليزية. وبعد فحص ثماني رحلات على الشبكة العالمية وجد المؤلفون أنها لم تفِ بتوفير الإستراتيجيات لتحسين استيعاب دارسي اللغة الإنجليزية. لذا يقترح المؤلفون جدول تقييم يركز على معالم الرحلات على الشبكة العالمية اللغوية والتعددية الطرق والنظامية لتختبر مدى دعمها في تعليم دارسي اللغة الإنجليزية. تشتمل الاقتراحات المتوفرة في المقالة من أجل تكييف الرحلات القائمة لدارسي الإنجليزية على القراءة المبنية على عبارات بدلاً من كلمات وتسليط الضوء على المفردات المهمة وتقديمها قبل قراءة النص وتوفير تعليمات واضحة خطوة خطوة. وأيضاً تم توفير اقتراحات لتصميم الرحلات أخذاً بعين الاعتبار دارسي اللغة الإنجليزية. 本文的作者提倡改编和使用WebQuests （利用网络技术来辅助的跨学科协作学习单元），在中学教育上，把运用科技的能力与学科知识的发展结合起来，并支援英语学习者在语言学习上的需要。作者考查了八个WebQuests学习单元，发现该等WebQuests单元并不能提供教学策略，增强英语学习者可理解性的输入。因此，作者建议使用一个经改编的量规，以評估WebQuests在语言、多媒体和组织功能特色上，对英语学习者提供支援的程度。作者建议一些策略，改编现有的WebQuests学习单元，以切合英语学习者需要，例如组块文本、突显及预览关键词汇，以及提供清晰和分步指示等策略。在专为英语学习者使用的WebQuest的设计方面，作者亦有提供一些建议。 Les auteurs de cet article plaident pour l'adaptation et l'usage des quêtes sur Internet (unités d'apprentissage coopératif et interdisciplinaire basées sur Internet) en vue d' intégrer les compétences technologiques et le développement des connaissances disciplinaires au niveau secondaire et pour répondre aux besoins des apprenants langue seconde en anglais (ELL). Après avoir examiné huit quêtes sur Internet, les auteurs ont trouvé que les quêtes sur Internet apportent peu de stratégies en faveur d'un input compréhensible. Les auteurs proposent ainsi une rubrique adaptée centrée les propriétés linguistiques, multimédia, et organisationnelles pour évaluer dans quelle mesure elles aident les ELL. Des recommandations pour adapter aux ELL les quêtes sur Internet existantes comportent des stratégies telles que le découpage de texte, la mise en évidence et la présentation préalable du vocabulaire principal, et des indications claires fournies pas à pas. On offre également des suggestions en vu...

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“…The technology has also been found to increase students' understanding and ability to express their knowledge of mathematic related topics. Orme and Monroe (2005) examined the discourse of students while using a mathematics web quest. They found that girls were girls were more collaborative in their discourse while the boys' interactions were characterized by disputations.…”

Section: Review Of the Literaturementioning

confidence: 99%

Combining Geocaching and Children’s Literature

Jones

2011

JSE

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Geocaching is a growing phenomenon and an interesting pastime that attracts people worldwide. This activity involves participants using Global Positioning System (GPS) units to hunt for hidden caches in a variety of settings. However, the educational value of the activity has yet to be fully realized. Researchers conducting the current study sought to infuse geocaching and the GPS technology in an interdisciplinary lesson in a third-grade classroom. The research team combined literature, technology, history, geography, art, diversity, and imagination into one two-part social studies lesson. The third graders were then surveyed about their reactions to the activity and the use of the GPS units. All respondents enjoyed the literature component of the activity and hunting with GPS units. Participants also indicated that programming and using the GPS units were their favorite aspects of the activity. Three participants had difficulty using the GPS units, yet all participants wanted to conduct more geocaching activities. Further research should be attempted with different types of literature and with children of different ages. Children also clearly enjoyed using the technology even when they did not fully understand it. Therefore, future research should also explore comprehensive instruction in the use of GPS units with elementary-aged children.

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The Nature of Discourse as Students Collaborate on a Mathematics WebQuest

Cited by 10 publications

References 2 publications

Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran

Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran

WebQuests for English‐Language Learners: Essential Elements for Design

Combining Geocaching and Children’s Literature

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