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Web‐Based Inquiry Learning: Facilitating Thoughtful Literacy With WebQuests
Author(s) -
Ikpeze Chinwe H.,
Boyd Fenice B.
Publication year - 2007
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.60.7.5
Subject(s) - psychology , literacy , mathematics education , action research , pedagogy , higher order thinking , teaching method , cognitively guided instruction
An action research study investigated how the multiple tasks found in WebQuests facilitate fifth‐grade students' literacy skills and higher order thinking. Findings indicate that WebQuests are most successful when activities are carefully selected and systematically delivered. Implications for teaching include the necessity for adequate planning, organization, supervision, and scaffolding of learning in a Web environment. For students, benefits of WebQuests include enhancement of thoughtful literacy through multiple knowledge representations and making learning meaningful through connections to real‐life contexts. The study also highlighted interdisciplinary teaching and learning of social studies, science, and language arts.