Please use this identifier to cite or link to this item:
|Other Titles: ||Research on instructional design of WebQuest in elementary social studies|
|Authors: ||鄭詩穎;Cheng, Sing-ying|
|Keywords: ||WebQuest;社會學習領域;教學設計;WebQuest;Social Studies;Instructional Design|
|Issue Date: ||2010-01-11 00:27:54 (UTC+8)|
The main purpose of this research was to discuss the instructional design approach of WebQuest in elementary social studies, and developed an instruction program and tools including teaching material, instructional guide and learning sheet. The researcher used the unit of Traffic of country in Han Lin edition and topic of “Taipei MRT” as an example. In order to achieve the research purposes, the researcher adopted the Instructional Systematic Design（ISD）method as the research process. First, the researcher analyzed the literature of WebQuest. Then, the researcher analyzed the learner, the instructor and the content. Based on the result of analysis, the instructional program and tools was developed and implemented in an elementary school at Taipei country, and was revised according to the suggestions by the experts.
The conclusion summarized as follows. First, the instructional program and tools was developed by eight steps and use WebQuest six blocks to restructure in the design and development phase. In this way the researcher learned five lessons: (1) WebQuest can be a design model of thematic curriculum planning in social studies; (2) the instructional designers or teachers have to pay attention to pre-exiting experiences of student for instruction topic;(3) the instructional designers or teachers have to chose appropriate and correct internet resources;(4) the instructional designers or teachers have to design complicated task which can develop higher thinking skills of student that is stressed in social studies;(5) the instructional designers or teachers have to pay attention to the state of instruction media and facilities.
Second, in the phase of implementation, these comes five findings: (1) time of Instructional design is differentiate from implementation; (2) have to strengthen teacher and student’s cognition for WebQuest; (3) teacher’s guiding personally to student was very important; (4) appropriate strategy of classroom management can inspire students’ learning motivation; (5) instructional equipments or facilitations should be sufficient in order to achieve positive influence on teaching.
Third, with regard to learning outcome, there were difference among the performance of experts and students.Forth, with regard to attitude, WebQuest was widely accepted by the students.
According to the conclusion, some suggestions of the research were proposed. There were three suggestions for educational organizations. First, the organizations should emphasize the importance of the guiding ability of teachers. Secondly, the organizations should set appropriate internet resources for instructional needs. Third, the organizations should offer workshops for diffusing the WebQuest. There are two suggestions for teachers in social studies. First, the instructional program and tools of this research still have other variations. Second, teachers of social studies could design the WebQuest of other instruction topics. There are two suggestions for instructors. First, instructors should emphasize students’ abilities of reading and organization. Second, instructors can be a guilder. In the suggestions for the follow-up research, it is suggested that the study target audiences for the follow-up research will be extended to other ages and follow-up research will investigate on the applications in other courses.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
All items in 機構典藏 are protected by copyright, with all rights reserved.