The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses

Autor/inn/en	Aynas, Naciye; Aslan, Mecit
Titel	The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses
Quelle	In: Journal of Learning for Development, 8 (2021) 1, S.146-161 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Authentic Learning; Teaching Methods; Science Instruction; Problem Solving; Pretests Posttests; Comparative Analysis; Measures (Individuals); Student Attitudes; Factor Analysis; Learning Processes; Foreign Countries; Secondary School Students; Science Education; Constructivism (Learning); Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Messdaten; Schülerverhalten; Faktorenanalyse; Learning process; Lernprozess; Ausland; Sekundarschüler; Naturwissenschaftliche Bildung; Türkei
Abstract	This study aims to investigate the effects of authentic learning methods -- applied in science courses -- on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problemsolving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01