WEBQUESTS IN FOREIGN LANGUAGE LEARNING
Mateja Žavski Bahč
; Faculty of Arts, University of Maribor, Maribor, Slovenia
APA 6th Edition
Žavski Bahč, M. (2016). WEBQUESTS IN FOREIGN LANGUAGE LEARNING. Informatologia, 49 (3-4), 203-211. Preuzeto s https://hrcak.srce.hr/173850
MLA 8th Edition
Žavski Bahč, Mateja. "WEBQUESTS IN FOREIGN LANGUAGE LEARNING." Informatologia, vol. 49, br. 3-4, 2016, str. 203-211. https://hrcak.srce.hr/173850. Citirano 03.02.2023.
Chicago 17th Edition
Žavski Bahč, Mateja. "WEBQUESTS IN FOREIGN LANGUAGE LEARNING." Informatologia 49, br. 3-4 (2016): 203-211. https://hrcak.srce.hr/173850
Žavski Bahč, M. (2016). 'WEBQUESTS IN FOREIGN LANGUAGE LEARNING', Informatologia, 49(3-4), str. 203-211. Preuzeto s: https://hrcak.srce.hr/173850 (Datum pristupa: 03.02.2023.)
Žavski Bahč M. WEBQUESTS IN FOREIGN LANGUAGE LEARNING. Informatologia [Internet]. 2016 [pristupljeno 03.02.2023.];49(3-4):203-211. Dostupno na: https://hrcak.srce.hr/173850
M. Žavski Bahč, "WEBQUESTS IN FOREIGN LANGUAGE LEARNING", Informatologia, vol.49, br. 3-4, str. 203-211, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/173850. [Citirano: 03.02.2023.]
Every individual living in the 21st century is in private or professional life every day confronted with different media representing a large part of ICT. Even in school education a trend towards an accelerated use of media-based learning content is recognizable. WebQuests appear to be an efficient example for the use of ICT, as they enable the learners to deepen their expertise in the field of ICT. In the present article WebQuests are presented as a learning method in foreign language classroom, integrating different learning techniques into the learning process. In the introduction it is described how the teachers in Germany deal with the mentioned technologies. The following theoretical chapters describe the working method WebQuest more deeply. First, the term is defined exactly. This is followed by a classification of WebQuests. Then the constructivist foundations of the didactic model are presented. This is followed by a discussion of the various phases of work in the process of creating WebQuests. In each phase a concrete example of a national heritage theme is integrated in order to illustrate the different phases. In the next chapter the advantages of this method are listed and explained in more detail. In the conclusion the findings from neuroscience concerning the positive impact of the Internet on the learning process is discussed, endorsing the use of ICT in school education.
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