WebQuest experience: Pre-Service secondary maths and chemistry teachers
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Abstract
The aim of this study was to examine the impact of developing WebQuests on the attention, confidence, relevance and satisfaction, or motivation, of pre-service secondary mathematics and chemistry teachers in the instructional technologies and material design course. There were a total of 67 pre-service teachers, 32 pre-service secondary mathematics teachers and 35 pre-service secondary chemistry teachers involved in this study, which took place over seven weeks. The pre-service teachers in both groups designed their WebQuests suitable for the level of high-school students. The researcher used a questionnaire in the collection of the data to find the motivational level of the participants. It was given to the participants by the researcher before and after the instruction during a single class period. The paired-samples t-test, independent samples t-test and ANCOVA were used in the analysis of the quantitative data. The study showed that designing WebQuests had more effect on the attention, confidence and relevance of the pre-service chemistry teachers than of the pre-service mathematics teachers. However, in general, although developing WebQuests had positive effects on the motivational levels of both pre-service secondary maths and chemistry teachers, there were no statistically significant differences found in relation to the motivational levels of both groups. Keywords: WebQuests, pre-service teachers, attention, confidence, relevance, satisfaction
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HALAT, Erdoğan.
WebQuest experience: Pre-Service secondary maths and chemistry teachers.
World Journal on Educational Technology: Current Issues, [S.l.], v. 8, n. 1, p. 10-17, may 2016.
ISSN 1309-0348.
Available at: <http://sproc.org/ojs/index.php/wjet/article/view/495>. Date accessed: 02 dec. 2017.
doi: https://doi.org/10.18844/wjet.v8i1.495.
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