Search results

The purpose of this paper is to demonstrate the teacher and pupil learning progress through the first implementation of a computer-based method called PrimarWebQuest in a primary school classroom. The study aimed at identifying cognitive and metacognitive skills that are needed to work successfully with the platform. To do so, this lesson study (LS) investigated the pupils’ strategy acquisition and analysed their autonomy and knowledge growth making use of observation, collaborative reflection, questionnaires, content analysis and triangulation. Additionally, the teacher’s development of methodological skills in the use of the strategy was investigated.

A LS was carried out in an urban primary school in Lower Austria over a period of four weeks. Based on an experiment carried out during two project days, the learning and the pupils’ strategy use as regards their autonomy and self-direction were observed and their knowledge growth was analysed making use of pre-and post-tests. Moreover, questionnaires and post-lesson interviews were implemented to verify insights gained from observation and post-lesson discussions in the teacher research group, which consisted of the main investigating teacher, the two class teachers and an external expert.

The study suggests that the pupils’ learning outcomes and self-direction improved through teaching with PrimarWebQuests and also after implementing the refined lesson plan. The results demonstrate the value of learning through new media and emphasise the importance of giving precise instructions as well as the need for careful guidance through the teacher in autonomous learning scenarios including new media.

The findings of the study provide a deeper understanding of and guidelines for planning and implementing computer-based lessons with PrimarWebQuests, which may be useful for teachers and curriculum designers.