What was the goal?
The goal of the project was to explore how the Internet can be used as a learning tool in a secondary education Science class, specifically by finding a practical method that combines Physics or Chemistry with online resources without requiring excessive preparation time. The project aimed to design a teaching intervention based on the WebQuest methodology to promote active, inquiry-based, and collaborative learning. Specifically, the intervention focused on helping students understand elastic and inelastic collisions through interactive simulations, enabling them to describe physical phenomena, apply theoretical knowledge to problems, experiment with simulations, and collaborate in small groups on scientific questions.
How did the project proceed?
The project was implemented in a second-year upper secondary school (Lyceum) Physics class on the topic of conservation of momentum. The team chose to use online simulations as a tool for experiential learning. The teaching intervention followed the six classic stages of the WebQuest methodology: Introduction (presenting the phenomenon through everyday examples), Task (formulating an authentic problem for students to investigate), Process (organizing the steps, group work, and role distribution), Resources (providing selected online and educational resources, including the PhET simulation platform), Evaluation (using assessment criteria, comprehension questions, and data analysis), and Conclusion (reflecting on the learning experience and connecting knowledge to real-world contexts). Students worked with structured worksheets, processed data from PhET simulations, and developed skills in scientific thinking, problem-solving, and digital literacy.
What were the results?
The project found that the WebQuest-based teaching intervention enhanced students’ understanding of the subject matter through simulations, experimental investigation, and guided collaboration. Positive outcomes included improved comprehension of the material, increased student interest and engagement in the lesson, the development of critical thinking skills, and a stronger connection between theory and practice. The approach also fostered collaborative learning and familiarized students with digital environments, strengthening their motivation to learn. However, potential limitations were noted, such as classroom heterogeneity and the passive attitude of some students. The project concluded that the WebQuest methodology and simulation-based learning can contribute to improving teaching practice, and that sharing these experiences and good practices across educational communities and teacher networks can benefit broader pedagogical development.