The purposes of this study was to develop a teaching program about International project-based learning through WebQuest and explore the effectiveness of the teaching program on students' English learning motivation and intercultural awareness. The participants were second-year junior high school students¡]14 boys and 12 girls included¡^, The experiment lasted 5 months (25 classes included). The teaching effects were analyzed both with qualative and quantative methods. The results of this study are summarized as follows: 1. Applying WebQuest in teaching can help students' finish their tasks and know more about the world. 2. The results showed that the teaching program was effective on improving participants' intrinsic learning motivation. 3. The results showed that the teaching program was not effective on improving participants' intercultural awareness. However, their culture acceptance is promoted and they are more involved in world issues. 4. The participants reported high percentage of satisfaction with the WebQuest in English learning. They became more interested in learning English with technology and hope to continue this curriculum.

WebQuest is one of the popular technology integration strategies in school environment. This study is conducted to overcome existing problems for both teachers and students in higher education by bringing dynamism to existing approach. Therefore, the purpose of this study is to design, develop, implement the new approach of the WebQuest, and assess the experiences of the participants that they encounter in the dynamic WebQuest environment. The participants of this study were the students of two undergraduate courses offered by the Secondary Science and Math Education Department (SSME) and Computer Education and Instructional Technology Department (CEIT) of a private university. Seventy undergraduate students participated in this study. This study employed both qualitative and quantitative measures in order to develop explanatory thoughts about the WebQuest site, projects and perceptions towards the process and the project. The findings of this study showed that participants favored the WebQuest site and the project, which is dynamically created. Furthermore, they offered valuable suggestions to improve the effectiveness of the system.

The purpose of this study was to investigate the effect of WebQuest based instruction on ninth grade students&rsquo / achievement in and attitude towards force and motion subject. Force and Motion Achievement Test, Attitude towards &ldquo / Force and Motion&rdquo / Scale, Attitude towards the Internet Scale, Observation Checklist, and Out-Class Activities Survey were used as measuring tools. Teacher handouts and WebQuests were prepared as teaching/learning materials for this study. The study was conducted with 226 ninth grade students from eight classes of four high schools in Etimesgut district of Ankara in the spring semester of 2009-2010. There were four teachers and two classes of each teacher in this study. Force and Motion Achievement Test, Attitude towards &ldquo / Force and Motion&rdquo / Scale, and Attitude towards the Internet Scale were administered as pre-test to all groups in order to determine students&rsquo / prior achievement and attitude level before the treatment. The students in the experimental group received WebQuest based instruction and the students in the control group received traditional physics instruction. The instruction in both groups took eight weeks. After the treatment, Force and Motion Achievement Test, Attitude towards &ldquo / Force and Motion&rdquo / Scale, and Out-Class Activities Survey were given to both the experimental and control groups. Descriptive and inferential statistical analyses were carried out with the data obtained from the pre and post-tests. The descriptive statistics showed that the distribution of the data at each variable was approximately normal. Multivariate Analysis of Covariance (MANCOVA) was used as inferential statistics. The results of the MANCOVA showed a significant mean difference of the achievement in favor of the experimental groups. However, no significant difference was found for attitude towards force and motion between the groups.

Through the widespread use of the Internet, WebQuest has become one of the popular techniques in a variety of fields of science and arts for teaching different age groups and levels. This study is conducted to research the effectiveness of this approach in English language learning and to determine possible problems in its implementation. Thus, the purpose of this study is to design, develop, and implement this new approach and to evaluate the learners&rsquo / experiences with it. The participants of this study were the students of a preparatory school at a state university. Twenty-five learners participated in this study. In line with the scope of the research, a WebQuest site was designed which require learners to complete a task related to the curriculum and learning objectives of their English courses. Both qualitative and quantitative techniques were employed to assess the learner perceptions about the WebQuest site design, the steps of the process, group work, and the contribution of the application to language learning. According to the findings of this study, participants appreciated the WebQuest approach and they provided important suggestions for future applications.

This study investigated collaborative online reading from a Sociocultural Theory (SCT) perspective. Building on, yet transcending, research into learning strategies, the research focused on the concepts of mediational tool use, strategic behavior, and patterns of dialogic engagement of college student dyads as they completed a series of three collaborative WebQuests in a beginning German as a Foreign Language (GFL) class. On-screen actions and verbal interaction of six dyads of beginning GFL students were recorded during three short-term, collaborative WebQuests. Full motion screen recordings were transcribed, and relevant episodes were coded for mediational tool use and strategic behaviors. All dyads used their L1 as well as the L2 in mediating task success. The distinction between L1 and L2 was fluid, as students accessed a combination of psychological tools according to their own goals, ability, and orientation. Although the L1 was the dominant tool employed by the participants in this study, over time some students were able to use the foreign language as a psychological tool for completing the assigned task. Eleven combinations of mediational tool use were identified and related to levels of regulation. Students strategic behaviors fell into five categories: affective, contextual, socio-procedural, cognitive, and other. The ratio between constructive and destructive strategic behaviors provided insight into the overall collaborative climate. Cognitive strategies were further divided into three theoretically salient categories: mediation a student s own regulation of L2 tool use, mediating the partner s regulation of L2 tool use and mediating collective regulation of L2 tool use. Student dyads exhibited high frequencies of both self-mediation and collective mediation, which indicates that these students were working in their own and their partner s zone of proximal development. The nature of the dialogic engagement varied by dyad, but remained relatively stable over time. Students goals and orientation towards the task impacted their overall collaboration. The role and development of L2 proficiency warrants further investigation. In peer collaboration, more symmetric dyad constellations may lead to more collective scaffolding and more positive dialogic engagement.

Made available in DSpace on 2016-08-29T15:09:02Z (GMT). No. of bitstreams: 1 tese_9119_Dissertação Oficial.pdf: 4148590 bytes, checksum: 46b1bc96548e86b6bfe4984ca2937e6e (MD5) Previous issue date: 2015-08-25 / Esta dissertação insere-se na linha de pesquisa de Linguística Aplicada e tem por tema a produção escrita em Língua Inglesa. Partimos da hipótese de que, por meio do uso de recursos multimídia, existe a possibilidade de se alcançar uma produção escrita em Língua Inglesa efetiva, promovendo-se a interação entre os alunos e, assim, desenvolvendo as habilidades linguísticas necessárias ao aprendizado de uma língua estrangeira. Esta pesquisa encontra sua importância na medida em que descreve estratégias de leitura e produção que colocam em uso ferramentas de suporte relevante ao ensino de língua estrangeira na modernidade, pois fazem parte do cotidiano dos estudantes. Para isso, buscamos, primeiramente, as bases teóricas que fundamentam a concepção de letramento, considerando os trabalhos de Lemke (2010), Rojo (2012), Figueiredo (2009), Harmer (1998), Paiva (2010), Xavier (2008), Dudeney e Hockly (2007), Araujo (2009), Levy (2010). Em seguida, descrevemos como esta pesquisa-ação foi realizada: a partir do projeto em que foi utilizada uma Webquest, tendo como tema a vida de William Shakespeare, os alunos produziram uma narrativa multimídia e também relatos em que puderam manifestar sua experiência de aprendizagem sobre Shakespeare. Esses relatos foram compartilhados com os colegas, a fim de que cada um pudesse acrescentar ao texto recebido, de forma colaborativa, informações relevantes para auxiliar na produção escrita do outro. Esses textos produzidos pelos alunos narrativa multimídia e os relatos, bem como a escrita colaborativa foram analisados qualitativamente, a fim de verificar em que medida os recursos digitais contribuem para o desenvolvimento da competência escrita em Língua Inglesa. Desse modo, a pesquisa realizada, ao enfatizar a importância de um trabalho com produção escrita em língua inglesa, promove a construção de significado, contribuindo para o aprendizado como um todo e, dessa forma, também abre perspectivas para novas investigações na área. Palavras-chave: Letramento. Produção escrita. Recursos multimídia. Ensino de língua estrangeira. Shakespeare. / This dissertation is inserted in the Applied Linguistics line and brings theme the textual production in English language through multimedia tools. The present research investigates the contributions from activities about William Shakespeare and the digital tools to teach and learn the idiom focused. We begin it from the hypothesis that through these resources we might achieve an effective English textual production, promoting an interaction among the students and that way, developing linguistics abilities which are essential for foreign language learning. For that reason, we are going to search for the basis theories which support the English literacy, Language acquisition and Multimidia Resources, considering the works of Lemke (2010), Rojo (2012), Ferraz (2011), Figueiredo (2009), Harmer (1998), Finardi e Porcino (2014), Paiva (2010) Xavier (2008), Dudeney & Hockly, (2007), Araújo (2009), Levy (2010). As follow, we describe how the research in action was done: starting from the project in which was used a Shakespeare Webquest, the students produced a multimidia narrative and also some notes where they could talk about their learning experience with Shakespeare. These notes were shared with one colleague so that each of them could add some extra information in the received text, in a collaborative way, relevant information was added in these notes. These produced texts by the students – the multimidia narratives – the notes and also the collaborative part – were qualitatively analyzed in order to check in what ways the digital resources contributes to develop the English competences. Therefore, this research achieved, emphasizing the importance of this work with English textual production, promote a meaningful construction, contributing to the learning as a whole.

Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-29Bitstream added on 2014-06-13T20:14:30Z : No. of bitstreams: 1 bedim_aap_me_prud.pdf: 2074318 bytes, checksum: 0a64678a6c601b203013952cfdd8a6ba (MD5) / Este trabalho, desenvolvido no contexto da linha de pesquisa “Práticas e processos formativos em Educação”, do Programa de Pós-graduação em Educação – Mestrado da Faculdade de Ciências e Tecnologia, UNESP – Univ. Estadual Paulista, Campus de Presidente Prudente, teve por objetivo investigar quais as contribuições da Webquest “Viajando nas Obras de Arte” no ensino de formas geométricas para crianças do 2º ano do Ensino Fundamental. Assim, situa-se no bojo da Educação Matemática, e sua relevância está em contribuir para ampliar a compreensão sobre o uso do computador na aprendizagem matemática de alunos de 6 a 8 anos. Trata-se de uma pesquisa intervenção, desenvolvida com 12 alunos do 2º. ano do Ensino Fundamental, na faixa etária de 6 a 8 anos, do Colégio de Aplicação João XXIII da Universidade Federal de Juiz de Fora (UFJF), da cidade de Juiz de Fora (MG). Os dados, coletados por meio de observações, produções dos alunos, bem como fotos e vídeos, apontaram que somente a atividade Webquest “Viajando nas obras de Arte” não propiciou que a criança dessa faixa etária vivenciasse os quatro processos que devem estar presentes e articulados no ensino de Geometria, a saber, percepção, construção, representação e concepção. Com ela, conseguimos trabalhar a percepção e habilidades para visualizar as formas geométricas. No entanto, a Webquest não viabilizou a construção e a representação dessas formas. Contemplamos os outros processos com as demais atividades desenvolvidas, uso de material concreto, planificação, produção de desenhos e de narrativas. Com essas últimas, os alunos perceberam, construíram e representaram as formas, e iniciaram a sistematização conceitual... / This paper, developed in the context of the Practices and formative processes in Education research line, from the Pos-graduate Program in Education - Masters Degree of Faculdade de Ciências e Tecnologia, UNESP – Univ. Estadual Paulista, Presidente Prudente Campus, aimed at investigating which attributions of the Traveling with Works of Art Webquest in the teaching of geometric shapes for children from 2nd year of elementary school. Thus, is situated in the midst of Mathematics Education and its relevance lies in the contribution to broaden the comprehension about the use of the computer in the process of learning mathematic of students from 6 to 8 years. Is is an intervention research, which was carried out with 12 students from the 2nd year of the elementary school, aged 6 to 8 years, of the Colégio de Aplicação João XXIII, at the Universidade Federal de Juiz de Fora (UFJF), in Juiz de Fora, Minas Gerais state, Brazil. The data, collected through observation, the students' work, as well as photos and videos, pointed that the Webquest alone did not provide the kid of this age with the opportunity to experience the four processes which ought to be present and to be articulated in the teaching of Geometry, which are, perception, construction, representation and conception. Through this, we were able to work the perception and the ability to visualize geometrical shapes. However, the Webquest did not enable the construction and representation of these shapes. We have approached the other processes with the other activities carried out. The use of real materials, planification, drawings and narratives. With the latter, the students realized, constructed and represented the shapes, and started a conceptual sistematization... (Complete abstract click electronic access below)

Made available in DSpace on 2016-06-02T20:36:53Z (GMT). No. of bitstreams: 1 6289.pdf: 3936932 bytes, checksum: c1f2e839b41dbf466e03dd675db167d3 (MD5) Previous issue date: 2014-09-15 / Universidade Federal de Sao Carlos / The objective of this work was to evaluate the teaching resource WebQuest and the topic of green nanotechnology in order to promote scientific and technological literacy in basic education. Specifically, we tried to identify the perceptions of students of nanotechnology; analyze the relationships among science, technology, environment and society (STES) established by the students when researching into nanotechnology; verify the learning of school content of chemistry by the students when it comes to nanocapsules of controlled release; and finally, check the acceptance of the WebQuest proposal by the students. The results showed that nanotechnology and the WebQuest resource are of great potential to promote scientific literacy in basic education. The students were guided to reflect on the relationships among science, technology, environment and society (STES); thus, developing the critical thought necessary to good citizenship. The approach also showed it is possible to relate basic school content of chemistry (pH, solubility, chemical equilibrium, equilibrium shift, etc.) to contents regarding nanotechnology, even though the students showed certain difficulty learning the school contents in order to understand the nanocapsules of controlled release. WebQuest, a teaching resource already successful for oriented online research activities, was also shown to be a very adequate tool to promote scientific literacy, as long as the task is oriented for such purpose. / Este trabalho teve o objetivo de avaliar o recurso didático WebQuest e a temática da nanotecnologia verde para a promoção da alfabetização científica e tecnológica no contexto da educação básica. Especificamente, procuramos identificar as percepções dos estudantes sobre nanotecnologia; analisar as relações entre ciência, tecnologia, sociedade e ambiente (CTSA) estabelecidas pelos estudantes ao pesquisar sobre nanotecnologia; verificar a apropriação de conteúdos escolares de química pelos estudantes no entendimento das nanocápsulas de liberação controlada; e por último, verificar a aceitação da WebQuest proposta pelos alunos. Os resultados mostram que a nanotecnologia é uma temática com grande potencial para promover a alfabetização científica na educação básica, assim como o recurso da WebQuest. Por meio dessa temática, os estudantes foram levados a refletir sobre as relações entre ciência, tecnologia, sociedade e ambiente (CTSA), desenvolvendo o pensamento crítico, necessário à formação cidadã. A abordagem dessa temática também demonstrou ser possível a aproximação de conteúdos básicos escolares de química (pH, solubilidade, equilíbrio químico, deslocamento de equilíbrio etc.) a conteúdos relacionados à nanotecnologia, apesar de os alunos terem demonstrado certa dificuldade na apropriação de conteúdos escolares para a compreensão das nanocápsulas de liberação controlada. A WebQuest, recurso didático já consagrado em atividades de pesquisa orientada na internet, também se mostrou uma ferramenta bastante adequada para a promoção da alfabetização científica, desde que a tarefa seja orientada para tal objetivo.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2016-09-23T20:34:33Z No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-23T20:34:51Z (GMT) No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-23T20:34:59Z (GMT) No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) / Made available in DSpace on 2016-09-23T20:35:06Z (GMT). No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) Previous issue date: 2015-03-06 / Não recebi financiamento / This research aims to check the limits and potential use of WebQuest in support oriented research tool on the Internet in a public school in São Paulo State. The research refers to the implementation and development of a WebQuest, applied to the third year of high school students from a public school located in Caconde entitled: Calculating Costs of Electricity. Through targeted research provided by WebQuest, prepared by research professor, students conducted research on energy consumption consumed by the use of devices via the magnitudes involved with them: energy, power, voltage, electric current and the operating time of equipment used in a residence. The survey was conducted according to the practice developed in the classroom, a dental educational research methodology, which involved three times, which is the before, during and after the application of WebQuest, which were observed, registered to the data were analyzed. It was found that the WebQuest, used as a research tool in teaching using the Internet proved to be a great facilitator of information research, promoting a collaborative environment, the transformation of information into knowledge, and provide autonomy to students, with the focus, the active student, the research methodology and the teacher as mediator. How limits, it was observed that its use requires adequate space, availability of time needed to design and implementation, dedication by the students in carrying out research and care tasks and to establish that the WebQuest, is another resource available to promote the transformation of information into knowledge. The teacher should use it as an enriching feature of the educational environment, to promote the construction of knowledge through an active and critical role by both students and teachers. / Essa pesquisa tem como objetivo, a verificação dos limites e potencialidades do uso de WebQuest, como ferramenta de apoio à pesquisa orientada na Internet, em uma escola pública do Estado de São Paulo. A pesquisa se refere à implementação e desenvolvimento de uma WebQuest, aplicada a alunos do terceiro ano do ensino médio de uma escola pública localizada em Caconde, intitulada: Calculando Gastos com Energia Elétrica. Através de pesquisa orientada proporcionada pela WebQuest, elaborada pelo professor pesquisador, os alunos realizaram pesquisa sobre o consumo de energia consumida pelo uso de aparelhos, através das grandezas envolvidas sendo elas: energia, potência, tensão elétrica, corrente elétrica e o tempo de funcionamento dos aparelhos utilizados em uma residência. A pesquisa foi realizada em função da prática desenvolvida em sala de aula, dento de uma metodologia investigativa de ensino, que envolveu três momentos, que corresponde o antes, o durante e o depois da aplicação da WebQuest, que foram observados, registrados e posteriormente os dados foram analisados. Verificou-se que a WebQuest, utilizada como ferramenta de pesquisa no ensino, utilizando a Internet, demonstrou ser um grande facilitador nas pesquisas de informações, promovendo um ambiente colaborativo, a transformação de informações em conhecimentos, além de proporcionar autonomia aos alunos, tendo como foco, o aluno ativo, a metodologia investigativa e o professor como mediador. Como limites, observou-se que sua utilização requer um espaço adequado, disponibilidade de tempo necessário para elaboração e aplicação, dedicação por parte dos alunos na realização das pesquisas e tarefas e o cuidado em estabelecer que a WebQuest, é mais um recurso disponível para promover a transformação de informações em conhecimento. O professor deve utilizá-la como recurso enriquecedor do ambiente educacional, para promover a construção do conhecimento por meio de uma atuação ativa e crítica por parte de alunos e professores.

Made available in DSpace on 2015-05-07T15:09:29Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1982512 bytes, checksum: 16451e728814ea1b4808576ef65e7e21 (MD5) Previous issue date: 2014-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The science teaching ia passing for a big pragmmatic crize, because the high process that came of tecnical modification living to globalization. The student came to pragmatic telespector in tour learning and emancipation .In This context turn The necessity of The teachers and adoption in your pedagogy practise to attend of coherent for This public. In touch on Webquest methodology idealize by Dodge suggest a realization of searches with resort in or out internet with mediation by teachers. The activities giving moments with work in group and interations in level of collaboration and cooperation. In this context propose analyse an utilization of this methodology with educational who working at Projovem Urbano in João Pessoa/PB city. Using qualitative approaching that develop a search-action, since three distinct module: 1-Constration; 2-Aplication; 3-Avaliabe. For a fact collect using the Webquest doing by teachers the participate observation and semistructure interview. Analyse we turn to Rubric propose by Dodge (1997), for Bloom taxonomy (1956), for verificate somo cognitive levels for the activities: A observation of file, according Coutinho (2011), with direct and objectives questions on interviews to discuss of analyse, to learning archeology and genealogy of Michel Foucault (1986). The facts about the methodology conception Webquest introduce some importantes points that need prominence in this search. Checking the use of imagens that give a satisfaction form, for a construction of knowledge at activites, perceive that the prior knowledge of the students were little exploring by the teachers, only one of Webquest, reaching the cognitives levels of the high activities propose and pointed only analyze and synthesis by the students. The resort didn t assurance democratic use of acess for the envolve and relation express of control or power only to the teachers relevant. Note, that the Webquest providing cooperative actions and collaborating in develop activities in group prominent with base in teachers speak that without materials and skill or handle with tools and time factor are crucial terms either realizing that difficulty their construction and application. In spite of, the teachers believe that the Webquest giving compelling our students, believing therefore its utilization with some modification in your struture will give in Work future a good reach in fact itself in propose facility of activities in appresenticeship. / O ensino de Ciências vem passando por uma grande crise paradigmática, devido ao crescente processo advindo das modificações tecnocientíficas vivenciados da era da globalização. Os/as estudantes passaram de simples telespectadores/as a protagonistas de sua própria aprendizagem e se emanciparam. Nesse contexto, surge a necessidade dos/as professores/as, adequarem suas práticas pedagógicas para atender, de forma coerente, a esse público. É nesse cenário que surge à metodologia Webquest idealizada por Dodge, que sugere a realização de pesquisas orientadas com recursos oriundos ou não da Internet, mediadas por professores/as. As atividades proporcionam momentos com trabalhos em grupo e interações em nível de colaboração e cooperação. Nesse contexto, propusemos analisar a utilização dessa metodologia como recurso pedagógico para o ensino de Ciências. A investigação contou com a participação de duas professoras que atuavam no Projovem Urbano da cidade de João Pessoa/PB. Com abordagem qualitativa, desenvolvemos uma pesquisa-ação, a partir de três módulos distintos: 1) Construção; 2) Aplicação; 3) Avaliação. Na coleta dos dados, utilizamos a observação participativa e a entrevista semiestruturada. Para a análise, recorremos à Rubric proposta por Dodge (1997); à Taxonomia de Bloom (1956), para verificar os níveis cognitivos das tarefas: á ficha de observação, conforme Coutinho (2011), com questões diretas e objetivas, e nas entrevistas, à análise do discurso, à arqueologia do saber e à genealogia, de Michel Foucault (1986). Os dados acerca da concepção da metodologia Webquest apresentam alguns pontos importantes que merecem destaque nesta pesquisa. Verificamos que o uso de imagens contribuiu de forma satisfatória para a construção de conhecimentos na atividade. Percebemos que os conhecimentos prévios dos/as estudantes foram pouco explorados pelas professoras. Apenas uma das WQ atingiu dois dos níveis cognitivos mais elevados propostos pelas tarefas e aguçou apenas o sentido de análise e de síntese pelos/as estudantes. Os recursos não garantiram o uso democrático de acesso aos envolvidos e expressam relações de controle e/ou poder somente dos interesses dos/as professores/as. Constatamos que as WQ tanto proporcionam ações cooperativas quanto colaborativas nas atividades desenvolvidas em grupo. Salientamos, com base nas falas das professoras, que a falta de material, a destreza e/ou o manuseio com das ferramentas e o fator tempo são termos cruciais também percebidos que dificultam sua construção e aplicação. Apesar de tudo, as professoras acreditam que as WQ causam um efeito animador nos/nas estudantes. Acreditamos, portanto, que a utilização, com algumas modificações em sua estrutura, garantirá em futuros trabalhos um bom desenvolvimento das ações e possibilitará escolhas conscientes e críticas pelos/as estudantes. Então, a WQ atingirá, de fato, o proposto em si - a tarefa de facilitar o aprendizado.