This study sought to address two primary questions: (1) to determine if students' attitudes towards using the Internet as a resource changed as a result of their applying a web evaluation guide, and (2) to determine if the quality of students' research products improved as a result of web evaluation lessons. The ninth grade, world history students' familiarity and prior use of the Internet with research projects was assessed through a pre-survey as well as the review of their prior research papers and projects. Finally, taking into consideration progress and curriculum, research projects were assigned individually, allowing class time in the library to search for resources on the Internet and in print materials if applicable. The majority of the participants already possessed a firm understanding of the dangers and merits of the Internet. In general, whether it is from prior knowledge learned surfing the Internet at home or lesson plans designed and implemented by teachers in the classroom, students are ready to face the challenges of incorporating resources gleaned from the Internet into their educational experiences.
","abstract_html":"<p>This study sought to address two primary questions: (1) to determine if students' attitudes towards using the Internet as a resource changed as a result of their applying a web evaluation guide, and (2) to determine if the quality of students' research products improved as a result of web evaluation lessons. The ninth grade, world history students' familiarity and prior use of the Internet with research projects was assessed through a pre-survey as well as the review of their prior research papers and projects. Finally, taking into consideration progress and curriculum, research projects were assigned individually, allowing class time in the library to search for resources on the Internet and in print materials if applicable. The majority of the participants already possessed a firm understanding of the dangers and merits of the Internet. In general, whether it is from prior knowledge learned surfing the Internet at home or lesson plans designed and implemented by teachers in the classroom, students are ready to face the challenges of incorporating resources gleaned from the Internet into their educational experiences.</p>","abstract_has_math":false,"creators":["Heider, Kristen"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Sociocultural Education","degree_department":null,"school":null,"contributors":["Monahan, Thomas"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-08-19T07:00:00Z","date_published":"2003-08-19T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["Internet in education; Social sciences--Study and teaching (Secondary)","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1320","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Monahan, Thomas"]},{"key":"dc:creator","label":"Author","values":["Heider, Kristen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Sociocultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Internet in education; Social sciences--Study and teaching (Secondary)","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1320"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study sought to address two primary questions: (1) to determine if students' attitudes towards using the Internet as a resource changed as a result of their applying a web evaluation guide, and (2) to determine if the quality of students' research products improved as a result of web evaluation lessons. The ninth grade, world history students' familiarity and prior use of the Internet with research projects was assessed through a pre-survey as well as the review of their prior research papers and projects. Finally, taking into consideration progress and curriculum, research projects were assigned individually, allowing class time in the library to search for resources on the Internet and in print materials if applicable. The majority of the participants already possessed a firm understanding of the dangers and merits of the Internet. In general, whether it is from prior knowledge learned surfing the Internet at home or lesson plans designed and implemented by teachers in the classroom, students are ready to face the challenges of incorporating resources gleaned from the Internet into their educational experiences.
"]},{"key":"dc:title","label":"Title","values":["Social studies and the internet"]}]}],"canonical_facts":{"dc:contributor":["Monahan, Thomas"],"dc:creator":["Heider, Kristen"],"dc:date.available":["2016-05-08T07:00:00Z"],"dc:description.abstract":["This study sought to address two primary questions: (1) to determine if students' attitudes towards using the Internet as a resource changed as a result of their applying a web evaluation guide, and (2) to determine if the quality of students' research products improved as a result of web evaluation lessons. The ninth grade, world history students' familiarity and prior use of the Internet with research projects was assessed through a pre-survey as well as the review of their prior research papers and projects. Finally, taking into consideration progress and curriculum, research projects were assigned individually, allowing class time in the library to search for resources on the Internet and in print materials if applicable. The majority of the participants already possessed a firm understanding of the dangers and merits of the Internet. In general, whether it is from prior knowledge learned surfing the Internet at home or lesson plans designed and implemented by teachers in the classroom, students are ready to face the challenges of incorporating resources gleaned from the Internet into their educational experiences.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1320"],"dc:subject":["Internet in education; Social sciences--Study and teaching (Secondary)","Secondary Education and Teaching"],"dc:title":["Social studies and the internet"],"thesis:degree_discipline":["Language, Literacy, and Sociocultural Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:13Z"}