The Effects of Authentic Learning Approach on Academic Achievement and Attitudes in Social Studies Course

Yıl 2021, Cilt: 8 Sayı: 3, 193 - 208, 25.07.2021

Ramazan Yıldırım , Şaban Ortak

Öz

In this study, the effects of the authentic learning approach in social studies on academic achievement, retention of knowledge, and attitude towards the course were investigated. In the study, a quasi-experimental pre-test-post-test design with a non-equivalent control group was used. The study group consisted of 50 6th grade students. In the process, the authentic learning approach was used in the experimental and control group, the texts and instructions given in the course book were followed. The study data were collected by the “Social Studies Course Academic Achievement Test” and “Social Studies Course Attitude Scale”. As a result of the experimental process, it was obtained that the academic achievement levels of the students in the experimental and control groups in the social studies course increased and differed significantly compared to the pre-experimental process. It was observed that the measurement results in the follow-up studies conducted five weeks after the measurement after the application did not differ significantly from the post-test scores of the students in the control and experimental groups. The difference between the achievement test scores of both groups was significant, favouring the students in the experimental group. The changes in the attitudes of the students in the control group towards the social studies course were not found to be significant when compared to the pre-experimental process, while the changes in the attitudes of the students in the experimental group were significant. While there was no significant difference between the pre-test attitude scores of the students in the experimental and control groups, a significant difference was found between the post-test attitude scores favouring the experimental group. In this respect, the authentic learning approach has created an important alternative to methods based on knowledge transfer. In addition, it was observed that the authentic learning approach positively changed students’ attitudes towards the course.

Anahtar Kelimeler

Achievement test, attitude, authentic learning, retention, social studies

Kaynakça

• Abbott, M. L. (2017). Using statistics in the social and health sciences with SPSS® and excel®. John Wiley & Sons, Inc.
• Açıkalın, M. (2018). Araştırmaya dayalı sosyal bilgiler öğretimi (2. Ed.). Yeni İnsan Yayınevi.
• Atılgan, H. (2009). Test geliştirme. In H. Atılgan (Eds.), Eğitimde ölçme ve değerlendirme (4.Ed.). Anı Yayıncılık.
• Aydın, O. (2019). Otantik öğrenme ortamlarının 4. sınıf matematik ders başarısı ve akademik özgüvenlerine etkisi [Master's thesis, Mehmet Akif Ersoy University].
• Aynas, N. (2018). An investigation of the effect of authentic learning practise in science course [Doctoral dissertation,]. Yüzüncü Yıl University.
• Baştürk, G. (2019). Impact of authentic learning practices on students' critical thinking skills and attitudes towards social studies [Master's thesis]. Sakarya University.
• Berkant, H. G., & Arslan, T. (2015). Teachers' views toward the implementation of teaching methods and techniques stated in social studies curriculum. Turkish Studies, 293-312. https://doi.org/10.7827/TurkishStudies.8643
• Blum, K. M. (2002). Enhancement of student learning and attitude towards mathematics through authentic learning experiences [Doctoral dissertation]. Curtin University of Technology.
• Büyüköztürk, Ş. (2008). Sosyal bilimler için veri analizi el kitabı (9.Ed.). Pegem Akademi.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel aaştırma yöntemleri. Pegem Akademi Yayınları.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. Ed.). Lawrence Erlbaum Associates.
• Coşkun, R., Altunışık, R., & Yıldırım, E. (2017). Sosyal bilimlerde araştırma yöntemleri (9. Ed.). Sakarya Yayıncılık.
• Creswell, J. W. (2013). Araştırma deseni-nicel, nitel ve karma yöntem yaklaşımları. Eğiten Kitap Yayınları.
• Çelikkaya, T., & Kuş, Z. (2009). Sosyal bilgiler öğretmenlerinin kullandıkları yöntem ve teknikler. Eğitim Fakültesi Dergisi, 12(2), 741-758.
• Dewey, J. (2008). Okul ve toplum. Pegem Akademi.
• Dilmaç, S., & Dilmaç, O. (2014). The impact of authentic evaluation approachments on the attitudes about visual arts of secondary school education students’. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (32), 57-67.
• Fırat-Durdukoca, Ş. (2018). Primary school teacher’s views and competence perception on the selection of teaching techniques for social studies teaching practices. Türkiye Sosyal Araştırmalar Dergisi, 22(1), 211-242.
• Gömleksiz, M. N., & Kan, A. Ü. (2013). A study of validity and reliability of an attitude scale on social studies course. Fırat Üniversitesi Sosyal Bilimler Dergisi, 23(2), 139-148.
• Gulikers, J. T., Bastiaens, T. J., & Martens, R. L. (2005). The surplus value of an authentic learning environment. Computers in Human Behavior, (21), 509-521.
• Gutek, G. L. (1997). Eğitime felsefi ve ideolojik yaklaşımlar. Pegem Özel Eğitim ve Hizmetleri.
• Günay, M. (2018). Eğitim felsefesi. Çizgi Kitabevi.
• Gündoğan, A. (2017). The reflection of the attitudes and learning processess to learning environments with authentic tasks in life science class [Doctoral dissertation]. Anadolu University.
• Güner, M. (2016). The effects of authentic task-based authentic material usage on students' reading comprehension, writing skills and writing motivation Master's thesis]. Anadolu University.
• Gürgil, F. (2018). The effect of authentic learning approach in social studies teaching on the academic success. Universal Journal of Educational Research, 6(10), 2061-2068. https://doi.org/10.13189/ujer.2018.061002
• Hamurcu, G. C. (2016). The effect of authentic learning on students’ problem solving and reading comprehension skills, as well as their attitude towards the course in elementary education’s 7th grade Turkish language course [Doctoral dissertation]. Inonu University, Malatya.
• Horzum, M. B., & Bektaş, M. (2012). The effect of authentic learning on preservice teachers’ attitude and satisfaction towards service learning. Kastamonu Eğitim Dergisi, 20(1), 341-360.
• İneç, Z. F. (2017). The effectiveness of geo-media assisted authentic learning environment on learning on the social studies lessons [Doctoral dissertation]. Erzincan University.
• Karabulut, H. (2018). The effect of technology supported authentic learning activities on students' science achievement, retention of learning and attitude towards science [Doctoral dissertation]. Gazi University.
• Karakoç, B. (2016). Investigating the effectiveness of the authentic task-based practices to the foreign language teaching [Doctoral dissertation]. Gaziantep University.
• Karasar, N. (2016). Bilimsel araştırma yöntemi. Nobel Akademik Yayıncılık.
• Karasu-Avcı, E., & Ketenoğlu-Kayabaşı, Z. E. (2019). Opinions of classroom teachers’ methods and techniques used in their lessons: a phenomenological research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(4), 926-942. https://doi.org/10.16986/HUJE.2018044069
• Koçyiğit, S. (2011). Otantik görev odaklı yapılandırmacı yaklaşımın öğretmen adaylarının başarılarına, derse karşı tutumlarına ve problem çözme becerilerine etkisi [Doctoral dissertation]. Marmara University.
• Kottler, E., & Gallavan, N. P. (2013). Sosyal bilgiler öğretiminde başarının sırları. Eğiten Kitap.
• Laur, D. (2013). Authentic learning experiences: A real-world approach to project-based learning. Routledge.
• Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative. https://library.educause.edu/~/media/files/library/2007/1/eli3009-pdf.pdf
• Maddox, L. E. (2012). The impact of authentic pedagogy on student learning in tenth grade history courses Doctoral dissertation]. Auburn University.
• Metin, M. (2015). Nicel veri toplama araçları. In M. Metin (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri (pp. 161-214). Pegem Akademi.
• Mims, C. (2003). Authentic learning: A practical introduction & guide for implementation. Meridian a Middle School Computer Technologies Journal, 6(1).
• Mingo, W. D. (2013). The effects of applying authentic learning strategies to develop computational thinking skills in computer literacy studentsDoctoral dissertation]. Wayne State University.
• Muhamad, S., Halim, N. D., Surif, J., Harun, J., & Omar, S. S. (2017). Integrating authentic learning practice to develop problem solving competency in learning eectrolysis. Advanced Science Letters, 23(9), 8325-8329. https://doi.org/10.1166/asl.2017.9886
• Newmann, F. M., & Wehlage, G. G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7), 8-12.
• Ocak, G. & Karafil, B. (2021) A model for determining students’ and teachers’ perspectives on the Turkish 11th grade English language curriculum in terms of achieved learning outcomes, Journal of Educational Issues, 7(1), 184-200.
• Okur-Akçay, N., Akçay, A., & Kurt, M. (2016). Investigation of the secondary school teachers’ view and competency to teaching methods and techniques. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 333-342.
• Önger, S. (2019, Ocak). The authentic learning approach in social studies teaching: an action research study [Doctoral dissertation]. Gazi University.
• Pallant, J. (2017). Spss kullanma kılavuzu spss ile adım adım veri analizi (2.Ed.). Anı Yayıncılık.
• Pearce, S. (2016). Authentic learning: what, why and how? E-teaching. http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf
• Pole, J. D., & Bondy, S. J. (2010). Normality Assumption. In N. J. Salkind (Eds.), Encyclopedia of research design (pp. 932-934). Sage Publications.
• Pullu, E. K. (2019). The effect of authentic task-based practices in programming teaching on students' academic achievement, attitudes, problem solving and creative thinking skills [Doctoral dissertation]. Fırat University.
• Renzulli, J. S. (1997). How to develop an authentic enrichment cluster. https://gifted.uconn.edu/schoolwide-enrichment-model/authentic_enrichment_cluster/
• Sönmez, V., & Alacapınar, F. G. (2017). Örneklendirilmiş bilimsel araştırma yöntemleri (5.Ed.). Anı Yayıncılık.
• Şimşek, A. (2017). Öğretim tasarımı (4. Ed.). Nobel Akademik Yayıncılık.
• Şimşek, A., & Kaymakçı, S. (2015). Okul dışı sosyal bilgiler öğretiminin amacı ve kapsamı. In A. Şimşek, & S. Kaymakçı (Eds.), Okul dışı sosyal bilgiler öğretimi (pp. 1-13). Pegem Akademi.
• Republic of Turkey Ministry of National Education [MoNE]. (2018a). 2023 Eğitim Vizyonu. http://2023vizyonu.meb.gov.tr
• Republic of Turkey Ministry of National Education [MoNE]. (2018b). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4,5,6 ve 7. sınıflar). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=155
• Republic of Turkey Ministry of National Education [MoNE]. (2019). Pisa 2018 Türkiye ön raporu. Eğitim Analiz ve Değerlendirme Raporları Serisi. http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf
• Tokcan, H. (2015). Okul Dışı Sosyal Bilgiler Öğretimi ve Öğrenme Teorileri. In A. Şimşek, & S. Kaymakçı (Eds.), Okul dışı sosyal bilgiler öğretimi (pp. 15-42). Pegem Akademi.
• Yazıcıoğlu, Y., & Erdoğan, S. (2007). Spss uygulamalı bilimsel araştırma yöntemleri. Detay Yayıncılık.
• Zarrillo, J. J. (2016). Sosyal bilgiler öğretimi ilkeler ve uygulamalar. Anı Yayıncılık.