Webquest technology in legal education at general secondary education institution

Abstract

The article examines the utilization of webquest technology in the educational process as an interactive learning form. Practical advice is provided for teachers aiming to incorporate webquests into law lessons to stimulate independent scientific research among students. The article explores methodological approaches to using webquests as tools for developing students’ research skills within the context of legal studies.

The paper outlines the theoretical foundations of the webquest, its structure, methodological techniques, and practical application aspects. The author argues the benefits of webquests in fostering critical thinking, creativity, and collaboration among students. It presents a classification of webquests based on various criteria and describes the stages of their creation. Through webquests, students engage actively in searching and analyzing online information, enhancing knowledge retention and establishing enduring learning motivations.

The article posits that webquests transform students from passive knowledge consumers into active participants in the educational process, thereby increasing their responsibility for their work outcomes. Based on the research conducted, the author concludes that webquests hold promise in legal and suggests directions for further scientific inquiry in this field. The article includes a specific example of a law webquest, enabling teachers to tailor this experience to their pedagogical practices. This article serves as a valuable resource for educators seeking to enhance their teaching methods and integrate innovative approaches.