Authentic Learning: Bridging the Gap of Knowledge and Action in South African Higher Education

Abstract

This article addresses the issue of authentic learning as a pedagogical approach in South African university in the Free

Analysing the Effect of Authentic Learning Activities on Achievement in Social Studies and Attitudes towards Geographic Information System (GIS

“…They thought that authentic learning activities should be used in other courses as well as social studies. These results support previous research indicating that authentic learning activities are fun (Hamurcu, 2016), encourage students to participate more actively in classes (Çoşkun et al, 2017;Ulusoy, 2012), increase students' motivation (Motlhaka, 2014;Westberg & Leppien, 2018), develop problem-solving, strategic thinking and communication skills (Anwari et al, 2015), foster collaboration (Keinänena et al, 2018), result in a high level of interaction in the learning environment (Luo et al, 2017), promote problem-solving, critical thinking, creative thinking and communication skills (Yeen-Ju et al, 2015), have a positive effect on students' perceived self-efficacy (Karakoç, 2016), facilitate associating course subjects with real-life situations (Aynas, 2018;Weninger, 2018), provide students with a unique learning experience in an authentic world (Gregory, 2013), and produce a positive change in students' cognitive levels (Aydın et al, 2018). Dennis and O'Hair (2010) noted that the greatest obstacle for authentic learning is the lack of time to design materials and the authentic learning process requires more time for preparation and planning.…”

“…Most of the previous studies on authentic learning have focused on science, mathematics and language education (Akça & Ata, 2009;Aydın, 2019;Aynas, 2018;Bektaş & Horzum, 2014;Belaid & Murray, 2015;Belet, Boyacı, & Güner, 2017;Coşkun, Doğan, & Ulua, 2017;Cotofana & Lachman, 2020;Dadlı, 2017;Dennis & O'Hair, 2010;Dolapçıoğlu, 2015;Finch & Jefferson, 2013;Flanagan, 2014;Gençoğlan, 2017;Gregory, 2013;Gündoğan & Gültekin, 2017;Hamurcu, 2016;Herrington & Oliver, 2000;Herrington, Reeves, & Oliver, 2014;Hürsen, 2016;Karakoç, 2016;Koçyiğit & Zembat, 2013;Motlhaka, 2014;Newmann & Wehlage, 1993;Preus, 2012;Rule, 2006;Safuan & Soh, 2013;SAYE the Social Studies Inquiry Research Collaborative, 2013;Weninger, 2018;Westberg & Leppien, 2018;Yanti & Mulyono, 2020). However, in Turkey, very few studies have been conducted in the field of social studies education (Baştürk, 2019;Gürgil, 2018;İneç, 2017;İneç & Akpınar, 2017;Karakuş, 2006;Önger, 2019).…”