Engaging Students in Problem Solving using a WebQuest

Introduction

With the introduction by departments of education of technology learning outcomes for schools, increasing pressure has been placed on teachers to become competent and confident users of technology. These documents suggest learning outcomes for students in a number of technology-related areas which teachers are required to implement in their teaching of all core subject areas beginning at the primary level. For example, Alberta's Information and Communication Technology Interim Program of Studies (Alberta Education, 1998) provides three interrelated categories of general learning outcomes - those intended to develop a foundation of knowledge, skills and attitudes, including understanding the nature and impact of technology; those that address specific productivity processes such as composing, organizing and manipulating information; and, those that require the application of these processes through inquiry, decision making, collaboration and problem solving.

Teachers are being challenged to find ways to integrate the use of computer technologies into their teaching to both address these outcomes and to enhance what they have previously done in their classrooms. One approach to the use of the Internet that has a lot of potential for both teachers and learners of social studies is the WebQuest. A WebQuest is a computer-generated tool that presents students with a challenging task, scenario, or problem to solve (See http://www.kn.pacbell.com/wired/fil/formats.html). An activity such as this would address the third category of outcomes from the Alberta document as it requires students to use electronic research techniques to investigate and solve a problem through collaboration and the examination of alternative viewpoints. While engaged in the inquiry through a WebQuest, students are also constructing their own personal meaning about the problem under investigation.

A WebQuest consists of an introduction, a task, a process, an evaluation and a conclusion. It is usually created by the teacher before the topic of study is to be covered. When instructed to do so, the students are required to either work independently or in groups through the WebQuest to solve the issue being studied. We believe that students learn best when they are allowed to construct their own meaning (Brooks & Brooks 1993). Therefore, our goal for this WebQuest was to actively involve our students in a study of Ancient Greece. We chose a WebQuest format because it provides students with the opportunity to be active participants in their learning. We also chose the WebQuest format because if offers a unique approach to teaching social studies; one that is authentic and meaningful for students.

The WebQuest described in this article is an introductory activity for the Alberta Grade 6 topic B unit of study on Ancient Greece. The WebQuest provides students with the opportunity to investigate how Greek values, beliefs, and ideas have affected Western Civilization. This WebQuest gives the students a chance to explore six different aspects of Ancient Greek life (sports, government, theatre, dance, food and family). As a follow-up to the use of this WebQuest, students would have two remaining tasks. Firstly, they would have to gather information from the same six aspects, which this time relate to present day in Canada. Secondly, students would have to take all of the information collected to compare and contrast in order to recognize the influence Ancient Greece has had on us today.

Objectives of the WebQuest

Social Studies Objectives of the WebQuest

Major Focus Questions:

How was Ancient Greek society organized to meet the basic needs of people?
What can we learn about meeting basic needs by studying the Ancient Greek society?
Why was the Ancient Greek society organized as it was (e.g., class structure, city-states)?
How have Greek values, beliefs, and ideas affected our Western civilization (e.g., Olympics, architecture, geometry, idea of democracy)?
Was the Ancient Greek society organized in an effective manner?

This study focuses on Greece, an ancient civilization, which has affected our modern Western society. The study aims to cover a variety of different objectives, including knowledge, skill, attitude and technology objectives. The following outcomes are attained through our WebQuest activity. (The remaining outcomes from the program of studies will be addressed through further activities and lessons.)

Knowledge Objectives:

The learner will develop an understanding of how Greek values, beliefs, and ideas have affected Western civilization, such as: the idea of democracy, the Olympics, geometry, and architecture.

Skill Objectives:

Locate information on each topic or question researched, using more than one source.
Compare and contrast the ways the early civilization(s) met basic needs with the ways present society meets them.
Analyze how the values, ideas, and beliefs of Ancient Greek civilization affect us today.
Collect information on a clearly defined topic and organize the information into a brochure.

Attitude Objectives:

Appreciation for contributions of peoples throughout history.
Appreciation of ways people, past, and present, have been able to meet their basic needs.

Technology Objectives:

Organize information gathered from the Internet by selecting and recording the data.
Develop an understanding of how to use the Internet by linking to a variety of sites.

Concept Web of the Six Aspects to be Explored Through the WebQuest

Specific Directions for Teaching

An Outline of the WebQuest

This section has been included to provide teachers with a clearer idea of what the WebQuest looks like and what is included in it. Samples of the various components from the actual web pages have been included to show the design and layout of the web pages.

Introduction
The Greeks made many contributions to present society and our lives today are greatly influenced by the Ancient Greeks. Did you know the Ancient Greeks created and influenced such things as:

The Alphabet
Science/Math
Olympics
Greek Foods
Gods/Goddesses/Myths
Medicine
Democracy
Art/Architecture

It is important to be aware of the great impact that the Ancient Greeks have had on our society today. By gaining a better understanding of the life and times of Ancient Greece, we will see how society has evolved to where it is today.

Your Task
Attention grade six students, this is your mission:

Your class has been chosen to travel back through time (via the Internet) to the days of Ancient Greece.
Your goal is to individually explore and collect as much information about daily life in Ancient Greece.
Upon arrival back to present day, you will be asked, using the information you have collected, to create a brochure depicting the life and times of Ancient Greek civilization.
Your brochure should focus on only three main aspects of Greek life. You may choose from the following categories: (Sports, Theatre, Food, Family, Government, and Dance).
When completed you will be asked to share your discoveries with your classmates.
May the force be with you!

The Process

Use the Internet sites provided to explore the daily life of the Ancient Greeks.
You must look at all the sites and record your information on the retrieval chart that is provided.
Then choose only three aspects that you would like to include in your brochure. Your brochure will consist of a title page and three sections portraying any three aspects you choose.
The force depends on you to provide as much valuable information on Ancient Greece as possible.
Have fun and keep in mind, we are depending on you to enlighten us about the different aspects of Ancient Greek life.
Click on the following categories to begin your mission.

Rubric

Using this rubric, students' retrieval charts and brochures of Ancient Greece are to be evaluated on three aspects - completeness, correctness and sophistication.

Aspect	Weak	Solid	Excellent
Completeness	Links have not been read. Retrieval chart not complete.	Link have been read but retrieval chart not complete.	Links have been all read and retrieval chart complete.
Correctness	Many errors in information, basic punctuation, and grammar.	Information is generally correct, but contains errors due to lack of proofing.	Information is correct and has few to no errors.
Sophistication	Brochure does not relate to information on WebQuest.	Brochure includes some examples from the WebQuest, but omits important points.	Brochure provides many examples from the WebQuest and highlights important points.

Conclusion

What do you think that you have learned from this activity?
Through your travel you have had the opportunity to explore the daily life of the Ancient Greeks. You have probably come back from Ancient Greece, appreciating the influence their culture has had on ours, and also understanding the many differences between the two cultures.
After completing your retrieval charts, you will notice that many aspects of Ancient Greece were explored. You are now the experts on Ancient Greece and will be asked to use the knowledge you have gained from this WebQuest to design your Ancient Greece brochure.
If this mission has peaked your interest in Ancient Greece, check out these other links. They are filled with even more exciting information about Ancient Greece.

Tips and Timeline For This Unit Of Study
This WebQuest on Ancient Greece should be completed over five class periods. The first class should be allocated to introduce the WebQuest to the students. The second class should provide students with the opportunity to explore the links provided, while completing their retrieval chart. The third class should be devoted to finishing up the retrieval charts and choosing the three aspects the student will want to include in his/her brochure. The fourth class should be spent putting together the brochure. The fifth and final class should be a time for sharing and a time for self-reflection and evaluation.

Before beginning the WebQuest, make sure students are familiar with the Internet procedures and if not take time to demonstrate the procedures to them. For example, you may have to show the students how to use the back button and how to bookmark material. Make sure students have ample time to visit all of the sites. Also make sure students know ahead of time how they will be evaluated on this project.

Assessment
Throughout this activity we suggest that teachers use a variety of different assessment strategies, including anecdotal records/observations, student self-evaluation forms, a unit test and finally a rubric to asses the retrieval chart and brochure.

Anecdotal Records/Observations:
Teachers should be monitoring the students as they work through the WebQuest, to watch and see how they are completing the retrieval chart and brochure. During this time the teacher could make notes about the possible areas of difficulty that students may be encountering with the WebQuest.

Student Self-Evaluation Forms
Students should be given an opportunity to judge their work and success in each lesson. Teachers can gain a good understanding of their lesson and activity by getting some feedback from the students themselves. We have included a student self-evaluation form, however there are many different formats and forms that can be used. Self-evaluation gives the students a chance to become involved in their learning and therefore take some responsibility and ownership.

Sample Self-Evaluation Form
Name___________________________Date____________________
Topic:_________________________________________________

Circle one of the choices

Poor Good Great

1.) My use of time 1 2 3

2.) My ability to work independently 1 2 3

3.) My ability to follow directions 1 2 3

4.) My ability to express my ideas through writing 1 2 3

5.) My feelings about my efforts 1 2 3

During this activity, I have learned the following things: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

The sites I found most interesting were: _________________________________________________________________________________ _________________________________________________________________________________

The sites I did not like were: _________________________________________________________________________________ _________________________________________________________________________________

The one thing I really enjoyed during this lesson was: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

One thing that I think I could have done better was: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Unit Test
We suggest that teachers give a final unit test at the end of this topic. The test should require students to analyze, make inferences and draw conclusions from the information about all the six aspects of Ancient Greece that they explored during the WebQuest.

Rubric
We believe that it is important for students to know ahead of time how they will be assessed. Therefore, we have created an evaluation rubric, which explains in detail what students are required to do in order to receive a rating of "weak," "solid," or "excellent." Students should be reminded to visit the rubric web page before they begin this activity so they are aware of the teacher's expectations.

Closing Remarks

Teachers are being encouraged to look for novel ways of integrating the use of computer technologies into their teaching of social studies. The WebQuest format offers a unique approach to teaching social studies; one that is authentic and meaningful for students. Through the WebQuest described in this article, students are being actively involved in a study of Ancient Greece. While engaged in the inquiry, students are also constructing their own personal meaning about life in Ancient Greece. As well, they are learning to use electronic research techniques to investigate and solve a problem. Such an approach to the use of the Internet has a lot of potential for social studies teachers as it is a fun, interesting and highly motivating way for students to learn.

Reference

Brooks, J. & Brooks, M. 1993. In Search Of Understanding: The Case For Constructivist Classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Christie Reid and Rene Labonne were student teachers in the Department of Elementary Education at the University of Alberta at the time of writing. Susan Gibson was one of their professors.