The Opinions of the Turkish Teacher Candidates about the Webquest

Abstract

Webquest, first introduced by Dodge in 1995, is a research and inquiry tool that uses the Internet as a resource. The interest of the students regarding the characteristics is included in the related literature according to the researches made. There is a need for studies to be regarded by the teacher candidates for the webquests regarded by the teachers and students. The purpose of this research is to determine the opinions of Turkish teacher candidates who have knowledge about Webquest and have designed the Webquest about the Webquest and the difficulties they faced in Webquest design process. For this purpose, an interpretive basic qualitative research patterns was used in the research. The study group of the research consisted of 46 teacher candidates. The study group is composed of teacher candidates who have knowledge about the Webquest and designed Webquest before the interview. Semi-structured interview form was applied to collect data in the research. In analyzing the data, both content and descriptive analysis techniques were used together. As a result of the research, it has been found that the teacher candidates think that the webquests have many advantages for both students and the teachers, as well as there are some limitations in Webquests, and they have experienced various difficulties in the Webquest designing process, focusing on Internet resources.

Çevrimiçi İngilizce Öğretimi ile Web 2.0 Araçlarının Öğrencilerin Tutum ve Başarısı Üzerindeki Etkisi

“…Like Almalı (2020) and Hoy (2016), this study found that using Web 2.0 tools was positively associated with students' attitudes toward English lessons and therefore a contributing factor for academic success. Similarly, Akçay and Şahin (2012) investigated how Webquest, a Web 2.0 tool that they used, affected the Turkish course's success as well as the attitudes of students towards it, and their findings coincide with those of this study, which indicates that the Web 2.0 tool used high academic achievement as well as student attitudes toward the course. Cunningham (2015) conducted a study to evaluate the effectiveness of the Voki Web 2.0 tool in an online writing course with 40 students.…”