Inquiry-Based Learning and Webquests

See my blog posting on inquiry-based learning and webquests for an explanation of the rubric below.

Below is my definition of inquiry-based learning and the "Inquiry quotient" rubric I used to assess some webquests.

See Knowledge Explorer for an attempt to optimally implement the rubric below in a webquest format.

Middle School Inquiry-based learning working definition: A method of learning where the student pursues an interesting open-ended question.
 
Note: Definition implies developmentally-appropriate instruction, which in Piaget terms means an emphasis on observational-based learning to acquire concrete concepts.
 
"Inquiry Quotient" Rubric for Webquests
  4 3 2 1 0
1. Allows student to generate own question Student comes up with question (strong "open inquiry") Student is guided to develop question (weak "open inquiry") Student selects questions from list ("guided inquiry") Student is given one question to pursue ("structured inquiry") Non-existent
2. Uses open-ended question Student's question is open-ended Question leads to a finite set of answers, but investigation is rich Question leads to a finite set of answers, with minimal divergence Questions leads to one possible correct answer Non-existent
3. Relies on direct observation Student observes phenomenon Student's attention is directed to specific phenomena   Student is given observational data. Non-existent
4. Goal is to acquire concrete concepts Student is directed to concrete concepts     Student is expected to develop formal or abstract concepts Non-existent
5. Capable of maintaining student interest Webquest holds interest of student With some adjustments could maintain student interest May hold some students' attention Webquest is not interesting N/A
           

Note: Definitions and scoring categories are adapted from An Inquiry Primer by Alan Coburn (appeared in the March 2000 issue of Science Scope).
"Strong open inquiry" provides students with a minimum of direction. They are asked to investigate a general problem, poorly defined, or perhaps given a bunch of parts and asked to do something with them. (I added this to Coburn's "Forms of Inquiry")
"Weak open inquiry" provides students with just a bit more direction. They may be given a bunch of parts, and told to investigate something specific, e.g. "how bulbs light in electrical circuits".
"Guided inquiry" provides still more direction, including possibly procedures and/or desired outcomes.
"Structured inquiry" starts with step-by-step procedures, and asks students to record observations as they go along.

Assessed webquests

Note that the scores indicate my assessment of the webquests "inquiry quotient" based on the rubric above. That is, how well does the rubric support inquiry-based learning, as I understand it? The score does NOT necessarily how well the webquest meets other criteria like usability, teacher guidance, grade-level appropriateness, etc.
  1. Franchise (11)
  2. A Creative Encounter of the Numerical Kind (11)
  3. The Dilemma of the Dangerous Meat Loaf (14)
  4. The King of Tides (8)
  5. Take Me on Vacation! (10)
  6. Aerodynamic Adventure (8)
  7. Buying Your First Car (11)
  8. Currency Exchange and The Gang of Fifteen (8)
  9. The Titanic (13)
  10. Betsy's Quilt (12)

Rubric scoring spreadsheet for the sites listed above.

Back to my TIE542 page

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Last modified August 2, 2009