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.
Highlights
In the 21st century, individuals are expected to be equipped with such knowledge and skills as creativity, innovation, critical thinking, problem solving, entrepreneurship, cooperation and media literacy
Life Science Course Attitude Scale was applied as the pre-test and post-test at the beginning and at the end of the application, and the differences between the scores that the students received from the scale were examined
A significant difference was found between the students’ pre-test scores they received from the Life Science Course Attitude Scale before the application and their related post-test scores after the application
Summary
In the 21st century, individuals are expected to be equipped with such knowledge and skills as creativity, innovation, critical thinking, problem solving, entrepreneurship, cooperation and media literacy. While designing the teaching and learning processes within the scope of this course, use of authentic task-based learning environments helps associate activities with any authentic context and benefit from authentic tasks for the achievement of learning outcomes and helps teaching the related lessons in a way appropriate to the nature of the course of Life Science by focusing on real-life problems as well as allows students to get knowledgeable about the problems in their environment and to produce realistic solutions to these problems. It is important to determine how the learning processes in authentic taskbased learning environments in the course of Life Science are, what effects these environments have on students’ attitudes towards the course and what the views of students, teachers and parents are about the process In line with this importance, the present study was designed. The results are considered to be important in terms of revealing the positive influence of teaching the course effectively on students’ attitudes towards the course of Life Science
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