Abstract
This chapter investigates the effect of Web-Quest as a medium for teaching grade eight science in two different schools in Jordan. Quasi-experimental research was used with the research participants purposefully sampled from grade eight science students from the living organism science unit as the field of experimentation. The study encompassed an experimental group (N=36) where a Web-Quest instructional model was employed and a control group (N=35) where conventional teaching was used. The data were collected using a critical thinking test and a motivation test. Data were analyzed using descriptive and analytical statistics. The findings show that Web-Quest deployment enhanced critical thinking skills and motivation in comparison to conventional teaching.
TopIntroduction
The concept of inquiry-based learning (IBL) in science education has developed for half a century (Zambak et al., 2017). Steel and Williams (2010) defined inquiry as teaching-learning pedagogy that aims to develop independent constructivist self-learning to promote scientific thinking in the individuals through exploration, organization of knowledge, the generation of new ideas, inference, and the application of newly acquired knowledge to real-life situations. Utami and Rohaeti (2019) state that inquiry learning requires students to think critically and analytically to solve problems. Inquiry-based learning is a model that actively involves students in researching, discovering, and constructing/deconstructing knowledge.
Although IBL is a widely advocated pedagogical approach, there is currently little application and investigation of Web-Quests as a tool. In this study, the researchers explore the usage of Web-Quest as an IBL tool that enhances the learning of science and how it influences critical thinking and motivation levels.
Study Context
The current practices in Jordanian schools of teaching science are teacher-centered; hence revolve around rote memorization and conventional teaching that is focused on knowledge reception and textbook-centered teaching (Zeiton 2010). The amount of knowledge, ideas, notions, concepts, and principles that need to be covered in science as a school subject matter distorts the joy of learning and limits students' learning to the level of memorization and recalling of the science content. Consequently, the Ministry of Education (MoE) identified a significant shortcoming in developing critical thinking and a sense of demotivation towards learning science (Ministry of Education, 2011).
The National Strategy for Education reform was launched in the Jordan project of “Education Reform for Knowledge Economy” (ERfKE) for 2003 to 2014. The project has considered improving the learning environment in schools, curriculum development, and student evaluation methods. In addition, this project underpinned reforms and development within the teaching-learning of science. The first phase (ERfKE-I) was implemented in 2003 and ended in 2009. The next phase, ERfKE-II started in 2009 and was completed in 2014. An Educational Reform Support Program (ERSP) featured the overall project that was funded by the United States Agency International Development (USAID). In order to implement the ERSP plan in the Jordanian schools, it was implemented key initiatives including:
- 1.
Building a number of schools, called the “Jordan School Expansion Project” (JSEP). This stage was characterized by providing the infrastructure for employing technology in learning and designing electronic content in various fields such as Mathematics, Science, and the English language, and then uploading it to an e-learning system so that schools can easily access them.
- 2.
Training most Jordanian schools’ teachers on teaching methods and student-centered learning (National Center for Human Resource Development [NCHRD] 2010)
- 3.
Developing science teaching-learning. An upheaval caused by revamping the curricular and pedagogical levels.
The considerations stipulated curriculum transformation that overarched the Jordanian National grade eight curriculum, which this chapter focuses on. Therefore, for this research we used the grade eight science topic entitled: “living organisms and their environments” to assess the effects of Web-Quest on students’ critical thinking and motivation in science. As indicated by the MoE (2015), this unit comprised four topics which were: “the relations between ecosystem components,” “adaptation in living organisms,” “sources of energy,” and “environmental issues.”
This study is contextualized within the framework of the teaching-learning of science, in alignment with the on-going educational reforms in Jordan that began in 2010. The study aims to enhance the curriculum transformation of science as a school subject. Therefore, it promotes a new strategy of teaching-learning of science through the deployment of Web-Quest. The study is significant because of the focus on enhancing students’ science learning and skills with greater critical thinking and motivation. In addition, this study is valuable for science curriculum specialists, developers, transformational, and instructional leaders; it triggers an urge to revamp the science curriculum by adopting inquiry-based learning using Web-Quest.
Key Terms in this Chapter
Motivation: An empowering source for people to overcome obstacles and perform at high levels in order to change, the expected change in this context is learning new knowledge, skills or attitude.
Inquiry-Based Learning: An unconventional approach to learning that involves students' active engagement by having them ask questions and share real-world experiences. The foundation of this approach is to direct students' mental processes through questions and teach them “how to think” rather than “what to think.”
Critical Thinking: The process of actively and successfully conceiving, applying, analyzing, synthesizing, and/or evaluating knowledge as a basis for belief and action is known as critical thinking. It requires intellectual discipline.
Performance Goals: Short-term targets that learners are expected to meet, targets includes knowledge, skills, attitude and application of knowledge.
Web-Quest: A web-based exercise called Web Quest gives students a task to complete and gives them access to online resources to aid them in doing so. It is the best technique to teach a lesson online.
Active Learning: A learning method that encourage students to involve in learning by thinking, analyzing. discussing, investigating and creating.
Self-Efficacy: A concepts that relates to person’s confidence in their ability to carry out the behaviors required to achieve particular performance goals.