Teachers in ActionProfessional Development

through InquiryBy Gerald McCarthy

Will Inquiry-based learning improve student achievement in science?

Broad Research Question:

Specific Research Question

Will WebQuests help improve student achievement when learning about Magnets (Invisible Power)?

What is a WebQuest?

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.

WebQuest.org. Department of Educational Technology, San Diego State University. 2008. Retrieved 2013-03-12.

Magnetism Website Overview

A Webquest is broken into 6 parts, as listed above.

Introduction

Task

Process

Evaluation

Credits

Teacher’s Notes

Classroom Context

• I teach 3 classes of multiage grade ¾ science.

• Conducted WebQuest with all 3 classes. All three classes were observed but data were collected only from my class

• Class size for 3 classes was 18, 19 and 19 students.

Detailed Timeline• Research WebQuests (Google/scholarly articles);• Send home permission slips;• Give students survey about their learning style in

science;• Show students some already created science

Webquests to get them use to the routine;• Buy resources I needed for magnets;• Do pre-test on Magnetism.

Detailed Timeline• Create and upload WebQuest online:

http://www.k12.nf.ca/woodlandelem/WebQuest/Action%20Research/Magnets/Magnets.html

• Have students do the WebQuest on Magnetism that I designed, take video clips and pictures;

• Evaluate students’ assessments (worksheet, poster);

• Do post-test on Magnetism;• Compare Data.

Science Learning Survey

I had students do a pre and post learning survey to see how they liked to learn science, determine if their feelings changed about the way they learn science and also to get a better understanding of my students.

The first percentage is the pre-survey and the second percentage is the post-survey.

Learning Survey1. I like to figure out things?

Agree Somewhat Agree

74%/79% 21%/21%

Somewhat Disagree Disagree

5%/0% 0%/0%

Most students liked to figure out things both before and after the webquest. During survey I explained what “figure out

things” meant.

Learning Survey2. I work better on my own?

Agree Somewhat Agree

21%/21% 16%/5%

Somewhat Disagree Disagree

42%/53% 21%/21%

More students, after the WebQuest, did not want to work on their own.

Learning Survey

3. I work well with others?Agree Somewhat Agree

32%/47% 32%/42%

Somewhat Disagree Disagree

16%/11% 21%/0%

After doing the Webquest, more students enjoyed doing group work than before.

Learning Survey

4. I do better when I work at my own pace?Agree Somewhat Agree

95%/95% 5%/5%

Somewhat Disagree Disagree

0%/0% 0%/0%

There is no change.

5. I am comfortable using the computer/internet?Agree Somewhat Agree

58%/68% 21%/21%

Somewhat Disagree Disagree

21%/11% 0%/0%

More students are more comfortable using the computer, the internet and sending documents to the printer, than

before the WebQuest.

Learning Survey

Learning Survey

6. Choose in order from 1 (most important), 2 (important), 3 (least important) how you like to learn science:

Computer Textbook/Notes Experiments/Hands-on

37%/42% 0%/0% 63%/58%

There is marginal change before and after the Webquest, students continue to enjoy doing hands-on activities the

most, with computers the second preference.

Nobody liked reading or taking notes.

Student EvaluationStudents enjoyed creating the posters. I used a rubric to

score, which was also on the Webquest website.

Student Evaluation

Magnetism Pre and Post Quiz

Magnetism Pre and Post Quiz

The class average of the pre-quiz was 63%.

The class average of the post-quiz was 88%.

The conclusion is that students learned from the Webquest.

How Students Felt

Jack & Michael Sholanda & Madison

How Students Felt

Kaitlyn & Kyla Lydia, Hannah & Amy

How Students Felt

Cole, Steven & Jules Jamianna & Amelia

Teacher Observations

• I found creating the website a lot of work; however, once done it can be used again.

• Most students enjoyed doing the Webquest. However, LD students had difficulty reading instructions from Webquest.

• Students interest in using computers for science increased. As well, students still enjoyed doing hands-on experiments.

ConclusionIn conclusion, based on the data, student observations and interviews, students did achieve more in science using webquests.