The Didactic Possibilities Of The Webquest Technology In Biology Education
DOI:
https://doi.org/10.55640/eijp-05-09-25Keywords:
WebQuest, biology education, inquiry-based learningAbstract
This article examines the didactic possibilities of WebQuest technology for teaching biology at the secondary-school level. Anchored in sociocultural and constructivist theories of learning, WebQuests are structured inquiry tasks that require learners to navigate curated online resources, solve a biologically meaningful problem, and present an evidence-based product. The study articulates a theoretical model that links WebQuest stages to biology-specific cognitive processes—concept formation, systems thinking, modeling, and argument from evidence—and to creativity indicators such as fluency, flexibility, originality, and elaboration. A semester-long quasi-experimental pilot with eighth-grade learners (N = 64) compared a WebQuest-enriched curriculum with traditional instruction across two core topics: ecosystem dynamics and Mendelian genetics. Data were gathered through a biology achievement test, a creativity rubric adapted to disciplinary tasks, and observation protocols on collaboration. Results indicate statistically and educationally meaningful gains in higher-order outcomes for the WebQuest group, with particularly strong effects on the quality of scientific explanations, transfer to novel problems, and creative solution design. The paper concludes with a didactic framework and implementation guidelines for biology teachers, detailing alignment to curriculum standards, assessment strategies, differentiation, and digital citizenship. Implications include strengthening inquiry-based learning in biology, integrating creative problem solving into everyday practice, and using WebQuests to bridge classroom learning with real-world biological issues.
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Copyright (c) 2025 Salimova Sarvinoz Farhodovna
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