Abstract
This research aimed to examine the effect of authentic learning activities on achievement in social studies and attitudes towards Geographic Information System (GIS). To this end, it used an explanatory mixed method design where both quantitative and qualitative data were collected. The quantitative data were collected using an academic achievement test and the Geographic Information Systems (GIS) Attitude Scale developed by Baloğlu Uğurlu and the qualitative data were collected using a semi-structured interview form. The research was carried out in two fifth-grade sections in a middle school in Kırşehir located in central Turkey during the fall semester of the 2019-2020 academic year. The study group consisted of 60 students, the half of whom were in the control group and the other half were in the experimental group. The experimental group was taught using authentic learning activities, while the control group was taught using textbook activities prepared in accordance with the social studies curriculum. According to the results of the analysis of the quantitative data, there was a significant difference in the test scores in favor of the experimental group and there was a significant positive difference between the experimental group’s mean pretest and posttest scores in the GIS Attitude Scale. The results of the analysis of the qualitative data showed that the students did not get bored with the social studies course, they were more active during the classes and attended the course thanks to the activities they did in the classroom, and they could see the landforms they had not had the chance to see before and learned better thanks to the GIS software. The research explores, for the first time, the effect of authentic learning on GIS attitude.
Highlights
A significant portion of the knowledge, skills and values to be acquired by students are taught especially in social studies classes in primary schools (Çelik, Esmer, & Yılmaz, 2016; Kılıçoğlu, 2014)
This study aimed to examine the effect of authentic learning activities on achievement in social studies and attitudes towards Geographic Information Systems (GIS)
The analysis results showed no statistically significant difference between the experimental group (Xexperimental = 9.33) and the control group (Xcontrol = 10.60) [t(60) = 1.22; p = .227].The experimental group had a lower mean rank (29.33) of the pretest scores in the GIS Attitude Scale compared to the control group (31.67) yet the difference was not statistically significant (U = 415.00; Z = -.52; P = .604). These findings reveal that the experimental and control groups are similar in their achievement in social studies and attitudes towards GIS technology
Summary
A significant portion of the knowledge, skills and values to be acquired by students are taught especially in social studies classes in primary schools (Çelik, Esmer, & Yılmaz, 2016; Kılıçoğlu, 2014). The main purpose of social studies is to help students acquire certain skills and behaviours to know their duties and responsibilities towards the environment, society and humanity, to find solutions to social problems, and to fulfil their social responsibilities (Aykaç, 2007). With such changes, daily life is getting more complex everyday (Baysal, Çarıkçı, & Yaşar, 2018). Learning can be effective and permanent when activities are similar to real-life situations. Authentic learning activities can make significant contributions to the learning environment.
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