Consuming and Constructing Knowledge through WebQuests

Abstract

Undergraduate and graduate teacher education students in a culturally diverse, urban university consume and construct knowledge as they engage in a Piaget WebQuest and subsequently construct their own Individual WebQuests. The activities involved in these assignments are underpinned by a combination of complementary theoretical frameworks: Cognitive Constructivism, Social Constructivism, Information Processing, and Situated Learning. The chapter describes how all of these theoretical frameworks are applied in the WebQuests. It includes detailed descriptions of how students engage in and create their own WebQuests. Descriptions include details of how scaffolding is used to support students in their work. Scaffolding that occurs during the Piaget WebQuest process sets the stage for creation of Individual WebQuests, while additional scaffolding is provided during the Individual WebQuest creation process. This chapter also emphasizes teaching metacognition in the design and revision of WebQuest requirements and students’ metacognition as they engage in the Piaget WebQuest and create their own Individual WebQuests. The processes of engaging in and creating WebQuests are described and examples of students’ WebQuest authentic products shared with a community of learners are provided. Products include Piaget WebQuest-based quizzes, lesson analyses, handouts, and instructional activity designs. They also include individual WebQuests in a variety of academic subjects. Sharing authentic products in a community of practice reflects situated learning theory. Consuming and constructing knowledge through WebQuests involves a complex synthesis of current theories of learning and instruction which facilitates meaningful learning and transfer.

Citation

Hartman, H.J. (2012), "Consuming and Constructing Knowledge through WebQuests", Wankel, C. and Blessinger, P. (Ed.) Increasing Student Engagement and Retention Using Online Learning Activities (Cutting-Edge Technologies in Higher Education, Vol. 6 Part A), Emerald Group Publishing Limited, Leeds, pp. 255-289. https://doi.org/10.1108/S2044-9968(2012)000006A012