Research Article

Investigating cognitive and metacognitive components of WebQuest-based education in the 7th grade work and technology curriculum according to Shannon’s entropy technique

Erfan Aslanyan-rad 1 * , Mostafa Ghaderi 1
More Detail
1 Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, IRAN* Corresponding Author
International Journal of Professional Development, Learners and Learning, 6(2), 2024, ep2409, https://doi.org/10.30935/ijpdll/14793
Published: 10 July 2024
OPEN ACCESS   203 Views   69 Downloads
Download Full Text (PDF)

ABSTRACT

The current research was conducted to investigate the cognitive and metacognitive components of WebQuest education in the 7th grade work and technology curriculum using the strategy of quantitative content analysis and Shannon’s entropy technique. From the total population, it was selected as the sampling method of the research, therefore, all content elements, including activities, images, texts, and self-evaluations, were analyzed and investigated. These content elements were organized as the content analysis checklist and data collection tool. In this research, for the core components, the components obtained from the research with the title of “The application of WebQuest in teaching third-grade elementary science” were used, which included two core categories, cognitive and metacognitive, along with basic themes. The results of the examination of the cognitive components showed that in the 7th grade work and technology curriculum, the most attention was paid to the component of “pluralistic thinking” with an importance coefficient of (0/128) and also the least attention was paid to the components of “constructive thinking” and “creative thinking” with an importance coefficient of (0/061). Also, the results of the metacognitive components analysis illustrated that in the 7th grade work and technology curriculum, the most attention was paid to the components of “self-efficacy skills”, “self-management skills”, and “self-control skills” with an importance coefficient of (0/164) and the least attention was paid to the components of “self-directed skills” and “self-monitoring skills” with an importance coefficient of (0/109).

CITATION (APA)

Aslanyan-rad, E., & Ghaderi, M. (2024). Investigating cognitive and metacognitive components of WebQuest-based education in the 7th grade work and technology curriculum according to Shannon’s entropy technique. International Journal of Professional Development, Learners and Learning, 6(2), ep2409. https://doi.org/10.30935/ijpdll/14793

REFERENCES

  1. Abdelaziz, H. (2012). The effect of computer-mediated instruction and WebQuest on pre-service business education teachers’ self-directed learning readiness and teaching performance. Journal of Research in Business Education, 54(1), 1-15.
  2. Arık, R. S., & Kezer, F. (2010). Content analysis of the principles books in the field of measurement and evaluation published in Turkey and in the world. Procedia-Social and Behavioral Sciences, 9, 1400-1406. https://doi.org/10.1016/j.sbspro.2010.12.341
  3. Aslanyan-rad, E., & Ghaderi, M. (2023). A systematic review of the application of WebQuest in learning English. Journal of Educational Technologies in Learning. https://doi.org/10.22054/jti.2024.75219.1390
  4. Aslanyan-rad, E., Ghaderi, M., & Yadegarzadeh, G. H. R. (2023). The application of WebQuest in teaching third-grade elementary science [Master thesis, Allameh Tabataba’i University].
  5. Auditor, E., & Roleda, L. (2014). The WebQuest: Its impact on students’ critical thinking, performance, and perceptions in physics. International Journal of Research Studies in Educational Technology, 3(1), 3-21. https://doi.org/10.5861/ijrset.2013.356
  6. Averkieva, L., Chayka, Y., & Glushkov, S. (2015). WebQuest as a tool for increasing students’ motivation and critical thinking development. Procedia-Social and Behavioral Sciences, 206, 137-140. https://doi.org/10.1016/j.sbspro.2015.10.042
  7. Awada, G., Burston, J., & Ghannage, R. (2020). Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning, 33(3), 275-300. https://doi.org/10.1080/09588221.2018.1558254
  8. Bayram, D., Kurt, G., & Atay, D. (2019). The implementation of WebQuest-supported critical thinking instruction in pre-service English teacher education: The Turkish context. Participatory Educational Research, 6(2), 144-157. https://doi.org/10.17275/per.19.18.6.2
  9. BinTaleb, A. (2021). Learning about Islam and Islamic civilisation through a WebQuest: Perspectives from pupils and their teacher. British Journal of Religious Education, 43(2), 218-227. https://doi.org/10.1080/01416200.2020.1735997
  10. Boling, A. D. (2003). Promoting self-directed learning through the use of WebQuests: An action research study [Master’s thesis, Valdosta State University]. http://hdl.handle.net/10428/69
  11. Buchholz, B. A., DeHart, J., & Moorman, G. (2020). Digital citizenship during a global pandemic: Moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64(1), 11-17. https://doi.org/10.1002/jaal.1076
  12. Chen, C. (2021). Effects of the application of WebQuest to technology education on business management students’ critical thinking psychology and operation capability. Contemporary Educational Technology, 13(1), Article ep290. https://doi.org/10.30935/cedtech/9320
  13. Çığrık, E., & Ergül, R. (2010). The investion effect of using WebQuest on logical thinking ability in science education. Procedia-Social and Behavioral Sciences, 2(2), 4918-4922. https://doi.org/10.1016/j.sbspro.2010.03.795
  14. Dedebali, N. C., & Dasdemir, I. (2019). Social studies teacher candidates’ perception of digital citizenship. International Journal of Educational Methodology, 5(3), 465-477. https://doi.org/10.12973/ijem.5.3.465
  15. Dogru, M., Seker, F., & Gencosman, T. (2011). The effect of use of WebQuest in science education on success, self-efficacy and web-based education attitudes of primary school students. Practice and Theory in Systems of Education, 6(4), 403-414.
  16. Dousti, M., Amirian, Z., & Nejadansari, D. (2021). Application of WebQuest-based instruction in higher education context: EFL students’ achievement in writing skill. Journal of English Language Teaching and Learning, 13(27), 113-136. https://doi.org/10.22034/elt.2021.42866.2312
  17. Ebadi, S., & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: A mixed methods study. Computer Assisted Language Learning, 31(5-6), 617-651. https://doi.org/10.1080/09588221.2018.1449757
  18. Eslamieh, F. (2009). Investigating the role of university education in creating and cultivating the characteristics of a professional citizen from the perspective of final year students of humanities (undergraduate) Islamic Azad universities located in Tehran [Master thesis, Islamic Azad University].
  19. Foster, C. R. (2002). Editorial treatment of education in the American press. Harvard University Press.
  20. Gurji, R. (2015). The effect of using WebQuest on academic performance, the tendency to critical thinking and problem-solving skills of first-grade male students in the course of experimental science in Mashhad Kaveh secondary schools, entering the year 2014-2015 [Master’s thesis, Arak University].
  21. Hajizadeh, A., Azizi, G., & Kihan, J. (2021). Analyzing the opportunities and challenges of e-learning in the corona era: An approach to the development of e-learning in the post-corona. Journal of Teaching Research, 9(1), 174-204.
  22. Hartman, H. J. (2015). Engaging adolescent students’ metacognition through WebQuests: A case study of embedded metacognition. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications, and trends. Springer. https://doi.org/10.1007/978-3-319-11062-2_6
  23. Hashemi, N., Ahmadpoor, R., & Karimi, S. B. (2021). Examining the position of the research-oriented approach in the book of thinking and research sixth grade using Shannon’s entropy technique. Quarterly of Educational Measurement, 11(42). https://doi.org/10.22054/jem.2021.60357.2175
  24. Hsiao, H. S., Tsai, C. C., Lin, C. Y., & Lin, C. C. (2012). Implementing a self-regulated WebQuest learning system for Chinese elementary schools. Australasian Journal of Educational Technology, 28(2). https://doi.org/10.14742/ajet.876
  25. Jahromi, Z. B., & Mosalanejad, L. (2015). Integrated method of teaching in web quest activity and its impact on undergraduate students’ cognition and learning behaviors: A future trend in medical education. Global Journal of Health Science, 7(4), Article 249. https://doi.org/10.5539/gjhs.v7n4p249
  26. Jahromi, Z. B., Mosalanejad, L., & Rezaee, R. (2016). The effect of web quest and team-based learning on students’ self-regulation. Journal of Advances in Medical Education & Professionalism, 4(2), 80-87. https://jamp.sums.ac.ir/article_40960.html
  27. Jalili, M., Niknam, Z., Amani, M., & Askari, M. (2017). The teacher and the application of curriculum materials: A schema for understanding the curriculum implemented in the classroom. Curriculum Studies, 51, 81-104.
  28. Karimi, A. (2022). Analysis and assessment of elementary school textbooks in terms of paying attention to teaching decision-making and problem-solving skills. Research in Teaching, 10(1), 273-237. https://doi.org/10.34785/J012.2022.010
  29. Karimi, H., & Armat, M. R. (2013). Using WebQuest in medical education. Iranian Journal of Medical Education, 13(5), 353-363. https://doi.org/10.4300/JGME-D-13-00154.1
  30. Keklik, I. (2011). A content analysis of developmental psychology sections of educational psychology textbooks used for teachers’ education in Turkey. Procedia Social and Behavioral Sciences, 12, 393-398. https://doi.org/10.1016/j.sbspro.2011.02.048
  31. Khanjani, T., Rastgarpour, H., & Keramati, H. (2023). Identifying educational technology indicators based on Brown’s model with thematic approach (case study: 7th grade work and technology book). Research in Teaching, 11(2), 1-26.
  32. King, K. P. (2003). The WebQuest as a means of enhancing computer efficacy. https://eric.ed.gov/?id=ED474439
  33. Kocaoğlu, B. U., & Karabulut, N. (2023). Challenges for direct citizen participation in public policy making. In V. Gocoglu, & N. Karkin (Eds.), Citizen-centered public policy making in Turkey (pp. 215-232). Springer. https://doi.org/10.1007/978-3-031-35364-2_12
  34. Koutsogianni, E. (2014). Promoting motivation and autonomy through WebQuest implementation in junior high school EFL context. Research Papers in Language Teaching & Learning, 5(1), 307-323.
  35. Lara, S., & Repáraz, C. (2007). Effectiveness of cooperative learning fostered by working with WebQuest. https://repositorio.ual.es/bitstream/handle/10835/614/Art_13_215_eng.pdf?sequence=1
  36. Lewis, J. P., & Litchfield, B. C. (2011). Effects of self-regulated learning strategies on preservice teachers in an educational technology course. Education, 132(2).
  37. Liang, W., & Fung, D. (2020). Development and evaluation of a WebQuest-based teaching programme: Students’ use of exploratory talk to exercise critical thinking. International Journal of Educational Research, 104, Article 101652. https://doi.org/10.1016/j.ijer.2020.101652
  38. Mahmoudi, S., & Imani-far, H. R. (2020). A content analysis of the elementary school textbooks in terms of paying attention to social education goals in Iran’s system of education. Journal of Islam and Social Sciences, 12(23), 263-284.
  39. March, T. (2006). What WebQuests are (really). https://tommarch.com/writings/what-webquests-are/
  40. Mohammadi, A., Modarres, M., Khakbazan, Z., Hoseini, A. S. S., Asghari-Jafarabadi, M., & Geranmayeh, M. (2023). Effect of WebQuest-based education on critical thinking and academic self-efficacy of midwifery students: Study protocol of a randomized, controlled crossover trial. Journal of Education and Health Promotion, 12(1), Article 395. https://doi.org/10.4103/jehp.jehp_1662_22
  41. Mora, R. A., Cañas, C., Gutiérrez-Arismendy, G., Ramírez, N. A., Gaviria, C. A., & Golovátina-Mora, P. (2021). Critical literacies in Colombia: Social transformation and disruption ingrained in our local realities. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (Eds.), The handbook of critical literacies (pp. 151-158). Routledge. https://doi.org/10.4324/9781003023425
  42. Mousavi-Beidle, M., Fallah, V., Satari, S., Motekalem, A., & Aslanzadeh, H. (2021). The effect of web quest teaching on students’ progress motivation, self-concept and self-regulated learning. Iranian Journal of Information & Communication Technologies in Educational Sciences, 11(3), 27-45.
  43. Pike, M. M., Barnes, M. A., & Barron, R. W. (2010). The role of illustration in children’s inferential comprehension. Journal of Experimental Child Psychology, 105(3), 243-255. https://doi.org/10.1016/j.jecp.2009.10.006
  44. Rakerda, H., Drajati, N. A., & Ngadiso, N. (2020). The student-created poster: A WebQuest active learning strategy in online environments. ELS Journal on Interdisciplinary Studies in Humanities, 3(1), 75-84. https://doi.org/10.34050/els-jish.v3i1.9523
  45. Sarker, I. H. (2021). Machine learning: Algorithms, real-world applications and research directions. SN Computer Science, 2(3), Article 160. https://doi.org/10.1007/s42979-021-00592-x
  46. Sarmad, Z., Bazargan, A., & Hejazi, E. (2018). Research methods in behavioral sciences. Agah Publications.
  47. Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence: To increase student learning and achievement. SAGE.
  48. Vahey, P., Kim, H. J., Jackiw, N., Sela, H., & Knudsen, J. (2020). From the static to the dynamic: Teachers’ varying use of digital technology to support conceptual learning in a curricular activity system. ZDM, 52, 1275-1290. https://doi.org/10.1007/s11858-020-01182-6
  49. Velasco-Zárate, K., & Meza-Cano, J. M. (2020). Self-efficacy for the learning of academic writing in ESL mediated by WebQuest-Wiki in a group of pre-service language teachers in Mexico. Íkala, Revista de Lenguaje y Cultura [Íkala, Language and Culture Magazine], 25(2), 289-305. https://doi.org/10.17533/udea.ikala.v25n02a07