The reflection of the attitudes and learning processes to learning environments with authentic tasks in life science class

Abstract

The purpose of this study was to determine the reflections of authentic task-based learning environments upon students’ learning processes and attitudes regarding the course of Life Science. In the study, which was designed in mixed model, the embedded experimental design was used. The study was carried out in an elementary school third-grade class and conducted in five weeks. The research data were collected via the Attitude Scale for Life Science Course, observations and video records, and semi-structured interviews held with the teacher, students and parents. In this respect, the results demonstrated that authentic task-based learning environments had positive influence on the students’ attitudes towards the course of Life Science. In addition, it was found that in authentic task-based learning environments, the students applied higher-order thinking skills, developed different viewpoints, shared their real-life experiences, made related reflections, benefited from the primary sources, studies cooperatively, maintained communication with their friends out of class environment, undertook multiple roles, associated the authentic context with their own lives, and made use of experts’ experiences in real life. Besides all, it was concluded that the students and their parents generally reported positive views about the use of authentic task-based learning environments and found the current application effective.

Evaluating Student and Teacher Views on the Use of Authentic Learning in Primary School Social Studies Course: A Case Study

“…The positive effects of authentic learning on students' attitudes towards a course were also found in other studies. Accordingly, the positive effects of authentic learning activities on prospective teachers' attitudes towards the social service practice course were the finding obtained in Horzum and Bektaş (2012) whereas the positive effects of authentic learning activities on primary school students' attitudes towards the social studies course were the finding obtained in Gündoğan (2017). Thus, the findings obtained in this study may be said to be consistent.…”

Analysis of Thinking Skills Targeted for Development by Activities in Life Science Textbooks

“…Life science is a lesson aiming to ease the child's adjustment to society and life and is nested in real life. As a result, in addition to this lesson providing students with essential life skills, it is to gain skills to help cope with adverse situations encountered in daily life (Gündoğan, 2017). It is considered very important to include work developing problem-solving skills in the design process for textbook activities.…”

“…Research investigating the life science curriculum outcomes in terms of social skills (Gündoğan, 2017) showed that 1/3 of the results were related to social skills. However, the life science construct and vision have an entirely student-centered understanding (Tay & Baş, 2015).…”

Use of Evidence-Based Activities within the Scope of Authentic Learning Approach in Primary School Social Studies Lesson

“…Rule'ye (2006) göre otantik görevler gerçek yaşam problemlerini çözmek için öğrencilerin okulda öğrendiklerini kullanmalarına olanak sağlamaktadır. Bunun yanında otantik görevlerin gerçek yaşamda karşılaşılabilecek bir konu, sorun veya durumu konu edinmesi, tam tanımlanmamış olması, karmaşık olması, iş birliği ile çalışmaya olanak sağlaması, öğrencileri etkin kılması gerekmektedir (Gündoğan ve Gültekin, 2018;Young, 1993). Otantik öğrenmede otantik görevlerin verilmesiyle başlayan öğretim süreci, otantik etkinliklerle devam eder ve bu etkinlikler öğrencilerin problem çözme, eleştirel düşünme ve bilgi sentezleme gibi becerilerini gerçek hayata yansıtmalarına olanak sağlar.…”