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

Autor/inn/en	Günes, Gökmen; Arikan, Alaattin; Çetin, Turhan
Titel	Analysing the Effect of Authentic Learning Activities on Achievement in Social Studies and Attitudes towards Geographic Information System (GIS)
Quelle	In: Participatory Educational Research, 7 (2020) 3, S.247-264 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Günes, Gökmen) ORCID (Arikan, Alaattin) ORCID (Çetin, Turhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Instructional Effectiveness; Authentic Learning; Academic Achievement; Student Attitudes; Student Motivation; Expectation; Geographic Information Systems; Technology Integration; Social Studies; Middle School Students; Grade 5; Public Schools; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Schulleistung; Schülerverhalten; Schulische Motivation; Expectancy; Erwartung; Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; Public school; Öffentliche Schule; Ausland; Türkei
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 Baloglu Ugurlu 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 Kirsehir 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. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01