PrimarWebQuests

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The term PrimarWebQuest is made up of three words (Primar: Primarstufe, Web: WWW, Quest: Suche) and means an internet-based teaching unit for pupils in elementary school , in which internet sources are also used. The focus is on working on tasks or topics yourself with the help of pre-sorted information on the Internet. A topic is developed step by step and in a structured manner and at the end the students should present their result in some way. Usually the work is done in groups of between two and four students. This depends on the students themselves or on the computer-student relationship.

WebQuests can be adapted to the learning situation and learning group in terms of subject matter and sources and presentation of results. Differences in the degree of difficulty can be seen, for example, in the openness of the task or the density and complexity of the sources to be worked with.

The WebQuest method was originally developed by Dodge & March around 1995. However, some changes were made on the way to the PrimarWebQuest via Moser and Bescherer. The form of PrimarWebQuest dealt with here was specially adapted for the requirements in the elementary school by Christof Schreiber at the Goethe University Frankfurt (Main) as part of the Lehr @ mt project.

Development of the PrimarWebQuest method

As can be seen in the table (below), the PrimarWebQuest only consists of five levels. Bescherer's 'Task' and 'Procedure' sections are combined in the 'Project' step. In contrast to the WebQuest method as used by Bescherer, the students are not assigned different roles. As a rule, they are given the role of the 'researcher', as the change of perspective is difficult for the primary school students.

Dodge Moser Bestowal Clerk
1. introduction theme introduction introduction
2. task Task task Project
3. information / sources resources Action
4. process process swell swell
5. guidance Evaluation rating conditions
6. conclusion presentation Conclusion outlook

The table shows the development of the method from the beginnings (Dodge), the first German-language WebQuests (Moser), WebQuests for mathematics in secondary school (Bescherer) to PrimarWebQuest (Schreiber) for primary school.

The structure

Not only the number and names of the steps have changed, but also the content and structure of the WebQuest itself.

  • Introduction: The introduction forms a short and understandable introduction to the topic. This serves to motivate the students and arouse their interest in the topic. For this purpose, a connection is often established between the children's world and the content. The introduction can be supplemented by the teacher in class.
  • Project: The project description is on the 'Project' page. The original categories of task and procedure are summarized here. Nevertheless, the division is still recognizable, as at the beginning a brief text outlines the task and the individual work steps are clearly listed in a following table. The division into individual steps is particularly important so that the task can be solved better overall. In order to always have all the subtasks in front of you, the work steps can be printed out again separately using a corresponding button.
  • Sources: Sources from the Internet are primarily used. However, not only websites should be used to complete the task. Everything from children's lexica to CD or materials to newspapers can be made available on a material table. In principle, any source is conceivable as long as it makes sense to develop the topic. The source should be selected beforehand and be directly accessible to the students. In addition, the content must be understandable for the learning group. Here it may be necessary to revise or change various sources of the learning group accordingly.
  • Requirements: Under this point, the requirements for the students are formulated in a short and understandable manner, made transparent for the students. These requirements serve as a basis for the learning groups to be able to assess themselves. They record their own assessments of their performance on the evaluation sheet, which they can print out directly from the requirements page. It then serves as the basis for a reflection discussion with the teacher.
  • Outlook: Bescherer's conclusion in PrimarWebQuest became the Outlook category. It should be thematically linked to the introduction and thus also offer a view of the children's world. This can be done in the form of further questions or by referring to the applicability of the results made. The site can be used as an offer of internal differentiation if the students are able to deepen or test knowledge via a further link.

Teacher information

Aside from the student navigation bar, another link can be used to access the teacher's page. There are two types of information for the teacher here. On the one hand, there is general information on the PrimarWebQuest method, didactic / methodological notes, comments on handling and references to find and create. In addition, there is a part that is specifically related to this PrimarWebQuest. In addition to information on the sources used, information on learning requirements, the subject matter, temporal and spatial planning as well as the didactic reference are given here in the sense of the classic lesson planning of a unit. PrimarWebQuests can be created in the classic way of programming a website. However, there are also WebQuest portals that help with this or with the search for PrimarWebQuests. There are also WebQuest generators, for example at the Central Office for Teaching Media (ZUM) .

Didactic background of the PrimarWebQuest

In short, PrimarWebQuest is primarily about self-determined research and the opportunity to make your own discoveries, whereby the primary school students usually work with precisely specified sources and steps for processing are more or less openly specified.

In 2008, Moser made a classification in order to structure and categorize WebQuests. On the basis of this, the WebQuest is particularly well suited for elementary school, in which it is a matter of “gathering information, structuring it and creating“ worlds of knowledge and experience ””. But comparing information to solve puzzles and problems can also be required. Web quests, in which the students are supposed to contact experts, contemporary witnesses or other classes via the Internet, are also used in the classroom.

Gerber speaks of the WebQuest as a "didactic model to work meaningfully with the PC". But one can go further and say that work with and on the Internet in particular is sensibly designed and guided, among other things, through the selection of sources, whereby all experts emphasize that it is not about developing the skills for independent research on the Internet.

literature

  • Bescherer, Christine (2005a): WebQuests - Researching Mathematics on the Internet. In: teaching math. Issue 132, Velber: Friedrich Verlag, pp. 20-23.
  • Bescherer, Christine (2005b) WebQuests as a learning environment for process-related competencies in mathematics lessons. In: B. Barzel & T. Leuders (eds.): Computer, Internet & Co. in mathematics lessons, Berlin: Cornelsen Verlag, pp. 107–116.
  • Dodge, Bernie (1997) Some Thoughts About WebQuests. Online at: http://webquest.org/sdsu/about_webquests.html [19. March 2013]
  • Gerber, Sonja: WebQuest - a concept for meaningful computer and Internet use in schools. In: Online News, Issue 16, November 2003.
  • Langenhan, Julia & Schreiber, Christof (2012): PrimarWebQuest - Project-oriented learning with the Internet in primary school. Hohengehren: Schneider Verlag.
  • Moser, Heinz (2001/2008): Adventure Internet, Learning with WebQuests, Donauwörth: Auer Verlag.
  • Schreiber, Christof & Kromm, Hannah (2020): Project-oriented learning with the Internet - PrimarWebQuest. Hohengehren: Schneider Verlag.
  • Schreiber, Christof (2017) PrimarWebQuest - project-oriented use of Internet resources. In Ch. Schreiber, R. Rink & S. Ladel (Eds.), Digital Media in Mathematics Lessons at Primary Level - A Handbook for Teacher Training. (Series of learning, teaching and researching with digital media in primary school; 3). (Pp. 39-62). Münster: WTM.
  • Schreiber, Christof (2016) WebQuest - Project-Oriented Use of the Internet. LA Multimedia, Issue 1, 2016, 30-34.
  • Schreiber, Christof (2012) WebQuests - project-oriented learning with the Internet. In C. Bremer (ed.), School and Lesson Development with New Media. (Pp. 97-108). Cologne: Carl Link Verlag.
  • Schreiber, Christof (2007a): Prima (r) WebQuests - Modified WebQuests for elementary school. In computers and teaching. Velber: Friedrich Verlag H. 67, 38-40.

Web links

Footnotes

  1. ↑ Christof Schreiber (2016) WebQuest - Project-Oriented Use of the Internet. LA Multimedia, Issue 1, 2016, 30-34
  2. ↑ Christof Schreiber (2012) WebQuests - project-oriented learning with the Internet. In C. Bremer (ed.), School and Lesson Development with New Media. (Pp. 97-108). Cologne: Carl Link Verlag.
  3. ↑ Julia Langenhan & Christof Schreiber: PrimarWebQuest - project-oriented work with the Internet in primary school. Schneider publishing house. (2012)
  4. ↑ Bernie Dodge: Some Thoughts About WebQuests ( Memento of the original from April 30, 2012 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. (1997) @1@ 2Template: Webachiv / IABot / webquest.sdsu.edu
  5. ^ Heinz Moser: Adventure Internet. Learning with WebQuests. Auer Verlag, 2001.
  6. ↑ Christine Bescherer: WebQuests - Researching Mathematics on the Internet. In: teaching math. Issue 132, Friedrich Verlag, 2005.
  7. ↑ Christof Schreiber: Great WebQuests - WebQuests modified for elementary school. In: Computers and Education. Friedrich Verlag, 2007.
  8. ↑ Christof Schreiber: WebQuests for primary school: Prima (r) WebQuests (2007)
  9. ↑ Christine Bescherer: WebQuests - Researching Mathematics on the Internet. In: teaching math. Issue 132, Friedrich Verlag, 2005.
  10. ^ Heinz Moser: Introduction to Net Didactics - Teaching and Learning in the Knowledge Society. Schneider Verlag, 2008.
  11. ↑ Sonja Gerber: WebQuest - a concept for meaningful computer and internet use in schools. In: Online News, Issue 16, November 2003.