IDENTIFYING CONSTRUCTS OF WEBQUEST LEARNING AS PERCEIVED BY PROSPECTIVE ELEMENTARY TEACHERS THROUGH DESIGN PROCESS

Abstract

The aim of this study was to explore prospective elementary mathematics teachers’ perspectives on WebQuest learning through the design of topics in elementary mathematics. The data sources included prospective teachers’ written responses to the assignments developed for forming their opinions and understanding how they perceived the WebQuest learning process. 48 prospective teachers were participated in this study. Participants’ written responses were analyzed according to three underlying constructs of WebQuest learning affecting teachers’ perceptions: constructivist problem solving, social interaction, and scaffolded learning. While designing WebQuest, findings revealed that most of the responses addressed making real-life connections in WebQuest learning. Moreover, prospective teachers were aware of the importance of transferring knowledge from different fields (art, science, and architecture etc.), developing better interpersonal and small group skills, and facilitating mathematical content comprehension. Methodological and practical recommendations were provided for further studies to highlight primary factors and constructs of the WebQuest learning.