<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812009000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de WebQuests em língua portuguesa disponíveis on-line: aspectos relativos à qualidade dos componentes e da usabilidade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bottentuit Junior]]></surname>
<given-names><![CDATA[João Batista]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<volume>90</volume>
<numero>224</numero>
<fpage>102</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812009000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812009000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812009000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Uma WebQuest é um modelo extremamente simples e rico para utilizar o potencial educativo da Web, baseada na aprendizagem colaborativa e nos processos de investigação para a construção do saber. Conta hoje, com milhares de propostas de educadores das mais diversas partes do mundo. No entanto, muitas das WebQuests disponibilizadas on-line, não obedecem a padrões mínimos de qualidade (ao nível das componentes e da usabilidade), bem como muitos exemplares, são simples folhas de exercícios on-line ou “WebExercises”. Neste artigo, foram recenseadas e analisadas 483 WebQuests em língua portuguesa que estavam disponibilizadas on-line, entre julho e outubro de 2007. A avaliação incidiu sobre as componentes e sobre alguns indicadores associados à usabilidade. Os resultados revelam que, no que concerne a componentes, as maiores falhas estão na tarefa, nos recursos e na avaliação e, a nível da usabilidade, a maior falha a assinalar é a ausência do “menu” em muitas dos exemplares analisados. Verificou-se ainda que apenas 41% eram verdadeiras WebQuests, constituindo as restantes simples “WebExercises” com atividades rotineiras que na maioria dos casos não tiraram partido do potencial da Web para a construção do saber.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[WebQuest is a very simple and rich model aiming at the educational potential of the Internet, based on the collaborative learning and on the investigative processes concerning the knowledge construction that embraces millions of proposals from worldwide educators. However, many of the WebQuests that are available on-line do not follow the minimum quality patterns about levels of components and usability, and some of them are either simple pieces of exercises on-line or WebExercises. In this article, 483 WebQuests (written in Portuguese and available on-line from July to October, 2007) were counted and surveyed, as well as analyzed. The evaluation was focused on the components and on some indicators linked to usability. The results showed that most failures (concerning components) are on tasks, resources and evaluation; and the biggest failure (concerning usability) is the lack of menu in most of the samples analyzed. It was also verified that only 41% of the WebQuests were really true ones. The other ones were simple WebExercises with daily activities that do not lead the student to take any advantage of the educational potential that the web offers on knowledge construction.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Webquest]]></kwd>
<kwd lng="pt"><![CDATA[Webexercise]]></kwd>
<kwd lng="pt"><![CDATA[Usabilidade]]></kwd>
<kwd lng="pt"><![CDATA[Internet]]></kwd>
<kwd lng="en"><![CDATA[Webquest]]></kwd>
<kwd lng="en"><![CDATA[Webexercise]]></kwd>
<kwd lng="en"><![CDATA[Usability]]></kwd>
<kwd lng="en"><![CDATA[Internet]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>An&aacute;lise  de WebQuests em l&iacute;ngua portuguesa dispon&iacute;veis on-line: aspectos relativos &agrave;  qualidade dos componentes e da usabilidade.</h2> <h3>Analysis of portuguese language WebQuests available  on-line: aspects related to quality of components and usability.</h3>     <p>&nbsp;</p> <h4>Jo&atilde;o  Batista Bottentuit Junior</h4> </font>      ]]></body><back>
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