Best Practices in WebQuest Design: Stimulating the Higher Levels of Bloom's Taxonomy

Abstract

Various methodologies explore the use of Web resources in educational practices. The WebQuests model, which has been used in educational practices since the nineties, employs these resources in inquiry-oriented lessons in classrooms. The literature emphasizes that WebQuests are more effective when exploring the higher levels of Bloom's Taxonomy (i.e., the capacity to create, evaluate and analyze). However, studies also point out that many WebQuests do not properly explore learning at these levels. This paper proposes a method and prototype for the construction of WebQuests aiming to stimulate the higher levels of Bloom's Taxonomy. This model is based on norm concept from Organizational Semiotics with the objective of proposing best practices to be considered during the WebQuest design. The article presents the evaluation of the model in an empirical study with three lessons performed with fifty-one primary (elementary) school students. The results reveal improved student performance in post lessons tests, as compared with randomly selected control groups. The paper ends with a discussion of the results, limitations, challenges and future research.