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The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills

Yıl 2022, Cilt 6, Sayı 1, 52 - 58, 01.08.2022
https://doi.org/10.31805/acjes.1091917

Öz

Turkish Science Curriculum for secondary school students is based on an inquiry-based learning approach with an interdisciplinary perspective. Authentic learning; is an interdisciplinary, collaborative, learning method with authentic tasks, activities and assessments that requires high-level thinking skills, aiming to find solutions to real-world problems. The aim of this study was to investigate the effects of inquiry-based activities based on authentic learning approach on academic achievement and creative problem-solving skills of 5th grade students. The study group had 21 5th grade students in total, 7 of whom were girls and 14 were boys. The study group were students from a private school in Üsküdar, Istanbul Turkey in the 2018-2019 academic year. “The Propagation of Light” unit academic achievement test and the Creative Problem Solving Attribute Inventory were used as data collection tools. The data obtained in the study were analyzed using a statistical program. “Wilcoxon Signed Rank Test”, which is one of the non-parametric tests, was used in the analysis of the academic achievement test. In the analysis of the Creative Problem Solving Attribute Inventory, “Dependent Groups t-test”, which is one of the parametric tests, was used. In line with this analysis, it was concluded that the inquiry-based activities based on authentic learning approach affected students' academic achievement and creative problem-solving skills in a positive way. Suggestions were made based on the findings of the study.

Kaynakça

  • Aydın-Aşk, Z. (2016). The Study of Authentic Task Focused Learning Process In The Maths Course: An Action Research. [Matematik dersinde otantik görev odaklı öğrenme süreçlerinin incelenmesi: Bir eylem araştırması]. [Unpublished doctoral dissertation]. Gaziantep University, Gaziantep.
  • Aynas, N. (2018). An Investigation of The Effect of Authentic Learning Practise in Science Course [Fen Bilimleri Dersinde Otantik Öğrenme Uygulamalarının Etkisinin İncelenmesi]. [Unpublished doctoral dissertation]. Van Yüzüncü Yıl University Institute of Educational Sciences, Van.
  • Baran-Bulut, B., İpek, A. S. ve Aygün, B. (2018). Adaptation Study of Creative Problem Solving Features Inventory to Turkish [Yaratıcı Problem Çözme Özellikleri Envanterini Türkçeye Uyarlama Çalışması]. Journal of Education Department of Abant İzzet Baysal University, 18 (3), 1360-1377.
  • Bruffy, W. R. (2012). Authentic Tasks: A Participatory Action Research Study on a Teaching Method for the Inclusive Classroom. [Unpublished doctoral dissertation]. Northeastern University.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, ÖE., Karadeniz, Ş. and Demirel, F. (2018). Eğitimde Bilimsel Araştırma Yöntemleri. Pegem Academy Publication, Ankara.
  • Dadlı, G. (2017). The effect of learning activities based on authentic problems in the human and environmental relations unit on the reflective thinking skills, academic success, environmental attitude and awareness of 7th grade students [İnsan ve Çevre İlişkileri Ünitesinde Otantik Probleme Dayalı Öğrenme Etkinliklerinin 7. Sınıf Öğrencilerinde Yansıtıcı Düşünme Becerisi, Akademik Başarı, Çevre Tutum ve Farkındalıkları Üzerine Etkisi]. [Unpublished Master’s Thesis]. Kahramanmaraş Sütçü İmam University, Institute of Sciences.
  • Demirel, F. (2019). Relationship of Human Nature with Education According to The Ideas of John Dewey and İsmail Hakkı Tonguç [John Dewey ve İsmail Hakkı Tonguç’un Düşüncelerine Göre Insan Doğasının Eğitimle Ilişkilendirilmesi]. Journal of Ankara University Educational Sciences Department, Volume: 52, Issue: 3, 967-987 Erten, P. (2020). Authentic Learning [Otantik Öğrenme]. Journal of Information and Communication Technologies, 2 (1), 17-30.
  • Gençoğlan, D. M. (2017). The efects of argumentation based science learning (ABSL) approach based on authentic case studies on the success, attitude and scientific process skills of 8th grade students in the acids and bases lesson [Otantik Örnek Olay Destekli Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımının 8. Sınıf Öğrencilerinin Asitler ve Bazlar Konusundaki Başarılarına, Tutum ve Bilimsel Süreç Becerilerine Etkisi]. [Unpublished Master’s Thesis]. Kahramanmaraş Sütçü İmam University, Institute of Sciences.
  • Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. Faculty of Education- Papers, University of Wollongong, World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Chesapeake, VA.
  • Karabulut, H. (2018). The effect of technology supported authentic learning activities on students' science achievement, retention of learning and attitude towards science [Teknoloji Destekli Otantik Öğrenme Aktivitelerinin Öğrencilerin Fen Öğrenmelerine, Fene Yönelik Tutumlarına ve Bilgilerinin Kalıcılığına Etkisi]. [Unpublished doctoral dissertation]. Gazi University Institute of Educational Sciences, Ankara.
  • Kim, H.-Y. (2013). Statistical Notes for Clinical Researchers: Assessing Normal Distribution (2) Using Skewness and Kurtosis. Restorative Dentistry & Endodontics, 38(1), 52–54. Retrived December 19, 2019, from https://rde.ac/Synapse/Data/PDFData/2185RDE/rde-38-52.pdf
  • Lasry, N. (2006). Understanding Authentic Learning: A Quasi-Experimental Test of Learning Paradigms [Unpublished doctoral dissertation]. McGill University.
  • Lin, C. Y. (2010). Analyzes of Attribute Patterns of Creative Problem Solving Ability among Upper Elementary Students in Taiwan. [Unpublished doctoral dissertation]. The School of Education, St. John’s University,NY, USA. Retrived from http://www.proquest.com/en-US/products/dissertations/individuals.shtml
  • Renzulli, J. S. (1997). How To Develop an Authentic Enrichment Cluster. National Research Center on the Gifted and Talented. Office of Educational Research and Improvement (ED), Washington, DC. Retrived January 16, 2020, from https://files.eric.ed.gov/fulltext/ED420954.pdf
  • Shon, M. (2001). Demonstrations of Lessons: Teaching Authentic Inquiry in Science Lessons Asia Pacific Education Review, Vol. 2, No. 2, 35-44.
  • Varlı, B. and Uluçınar Sağır, Ş. (2019). The Effect of Inquiry-Based Teaching on Secondary School Students' Science Success, Questioning Perception and Metacognitive Awareness [Araştırma Sorgulamaya Dayalı Öğretimin Ortaokul Öğrencilerinin Fen Başarısı, Sorgulama Algısı ve Üstbiliş Farkındalığına Etkisi]. Journal of Gazi University Institute of Educational Sciences, 39(2), 703-725.

Yıl 2022, Cilt 6, Sayı 1, 52 - 58, 01.08.2022
https://doi.org/10.31805/acjes.1091917

Öz

Kaynakça

  • Aydın-Aşk, Z. (2016). The Study of Authentic Task Focused Learning Process In The Maths Course: An Action Research. [Matematik dersinde otantik görev odaklı öğrenme süreçlerinin incelenmesi: Bir eylem araştırması]. [Unpublished doctoral dissertation]. Gaziantep University, Gaziantep.
  • Aynas, N. (2018). An Investigation of The Effect of Authentic Learning Practise in Science Course [Fen Bilimleri Dersinde Otantik Öğrenme Uygulamalarının Etkisinin İncelenmesi]. [Unpublished doctoral dissertation]. Van Yüzüncü Yıl University Institute of Educational Sciences, Van.
  • Baran-Bulut, B., İpek, A. S. ve Aygün, B. (2018). Adaptation Study of Creative Problem Solving Features Inventory to Turkish [Yaratıcı Problem Çözme Özellikleri Envanterini Türkçeye Uyarlama Çalışması]. Journal of Education Department of Abant İzzet Baysal University, 18 (3), 1360-1377.
  • Bruffy, W. R. (2012). Authentic Tasks: A Participatory Action Research Study on a Teaching Method for the Inclusive Classroom. [Unpublished doctoral dissertation]. Northeastern University.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, ÖE., Karadeniz, Ş. and Demirel, F. (2018). Eğitimde Bilimsel Araştırma Yöntemleri. Pegem Academy Publication, Ankara.
  • Dadlı, G. (2017). The effect of learning activities based on authentic problems in the human and environmental relations unit on the reflective thinking skills, academic success, environmental attitude and awareness of 7th grade students [İnsan ve Çevre İlişkileri Ünitesinde Otantik Probleme Dayalı Öğrenme Etkinliklerinin 7. Sınıf Öğrencilerinde Yansıtıcı Düşünme Becerisi, Akademik Başarı, Çevre Tutum ve Farkındalıkları Üzerine Etkisi]. [Unpublished Master’s Thesis]. Kahramanmaraş Sütçü İmam University, Institute of Sciences.
  • Demirel, F. (2019). Relationship of Human Nature with Education According to The Ideas of John Dewey and İsmail Hakkı Tonguç [John Dewey ve İsmail Hakkı Tonguç’un Düşüncelerine Göre Insan Doğasının Eğitimle Ilişkilendirilmesi]. Journal of Ankara University Educational Sciences Department, Volume: 52, Issue: 3, 967-987 Erten, P. (2020). Authentic Learning [Otantik Öğrenme]. Journal of Information and Communication Technologies, 2 (1), 17-30.
  • Gençoğlan, D. M. (2017). The efects of argumentation based science learning (ABSL) approach based on authentic case studies on the success, attitude and scientific process skills of 8th grade students in the acids and bases lesson [Otantik Örnek Olay Destekli Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımının 8. Sınıf Öğrencilerinin Asitler ve Bazlar Konusundaki Başarılarına, Tutum ve Bilimsel Süreç Becerilerine Etkisi]. [Unpublished Master’s Thesis]. Kahramanmaraş Sütçü İmam University, Institute of Sciences.
  • Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. Faculty of Education- Papers, University of Wollongong, World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Chesapeake, VA.
  • Karabulut, H. (2018). The effect of technology supported authentic learning activities on students' science achievement, retention of learning and attitude towards science [Teknoloji Destekli Otantik Öğrenme Aktivitelerinin Öğrencilerin Fen Öğrenmelerine, Fene Yönelik Tutumlarına ve Bilgilerinin Kalıcılığına Etkisi]. [Unpublished doctoral dissertation]. Gazi University Institute of Educational Sciences, Ankara.
  • Kim, H.-Y. (2013). Statistical Notes for Clinical Researchers: Assessing Normal Distribution (2) Using Skewness and Kurtosis. Restorative Dentistry & Endodontics, 38(1), 52–54. Retrived December 19, 2019, from https://rde.ac/Synapse/Data/PDFData/2185RDE/rde-38-52.pdf
  • Lasry, N. (2006). Understanding Authentic Learning: A Quasi-Experimental Test of Learning Paradigms [Unpublished doctoral dissertation]. McGill University.
  • Lin, C. Y. (2010). Analyzes of Attribute Patterns of Creative Problem Solving Ability among Upper Elementary Students in Taiwan. [Unpublished doctoral dissertation]. The School of Education, St. John’s University,NY, USA. Retrived from http://www.proquest.com/en-US/products/dissertations/individuals.shtml
  • Renzulli, J. S. (1997). How To Develop an Authentic Enrichment Cluster. National Research Center on the Gifted and Talented. Office of Educational Research and Improvement (ED), Washington, DC. Retrived January 16, 2020, from https://files.eric.ed.gov/fulltext/ED420954.pdf
  • Shon, M. (2001). Demonstrations of Lessons: Teaching Authentic Inquiry in Science Lessons Asia Pacific Education Review, Vol. 2, No. 2, 35-44.
  • Varlı, B. and Uluçınar Sağır, Ş. (2019). The Effect of Inquiry-Based Teaching on Secondary School Students' Science Success, Questioning Perception and Metacognitive Awareness [Araştırma Sorgulamaya Dayalı Öğretimin Ortaokul Öğrencilerinin Fen Başarısı, Sorgulama Algısı ve Üstbiliş Farkındalığına Etkisi]. Journal of Gazi University Institute of Educational Sciences, 39(2), 703-725.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

İlknur GÜVEN> (Sorumlu Yazar)
MARMARA ÜNİVERSİTESİ
0000-0003-0086-8662
Türkiye


Cansu NAS>
Bir kuruma bağlı değildir
0000-0002-1651-6349
Türkiye

Yayımlanma Tarihi 1 Ağustos 2022
Yayınlandığı Sayı Yıl 2022, Cilt 6, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { aebd1091917, journal = {Academy Journal of Educational Sciences}, eissn = {2602-3342}, address = {akademiegitimbilimleri@gmail.com}, publisher = {Abdullah KALDIRIM}, year = {2022}, volume = {6}, number = {1}, pages = {52 - 58}, doi = {10.31805/acjes.1091917}, title = {The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills}, key = {cite}, author = {Güven, İlknur and Nas, Cansu} }
APA Güven, İ. & Nas, C. (2022). The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills . Academy Journal of Educational Sciences , 6 (1) , 52-58 . DOI: 10.31805/acjes.1091917
MLA Güven, İ. , Nas, C. "The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills" . Academy Journal of Educational Sciences 6 (2022 ): 52-58 <http://journal.acjes.com/tr/pub/issue/71380/1091917>
Chicago Güven, İ. , Nas, C. "The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills". Academy Journal of Educational Sciences 6 (2022 ): 52-58
RIS TY - JOUR T1 - The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills AU - İlknurGüven, CansuNas Y1 - 2022 PY - 2022 N1 - doi: 10.31805/acjes.1091917 DO - 10.31805/acjes.1091917 T2 - Academy Journal of Educational Sciences JF - Journal JO - JOR SP - 52 EP - 58 VL - 6 IS - 1 SN - -2602-3342 M3 - doi: 10.31805/acjes.1091917 UR - https://doi.org/10.31805/acjes.1091917 Y2 - 2022 ER -
EndNote %0 Academy Journal of Educational Sciences The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills %A İlknur Güven , Cansu Nas %T The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills %D 2022 %J Academy Journal of Educational Sciences %P -2602-3342 %V 6 %N 1 %R doi: 10.31805/acjes.1091917 %U 10.31805/acjes.1091917
ISNAD Güven, İlknur , Nas, Cansu . "The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills". Academy Journal of Educational Sciences 6 / 1 (Ağustos 2022): 52-58 . https://doi.org/10.31805/acjes.1091917
AMA Güven İ. , Nas C. The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills. ACJES. 2022; 6(1): 52-58.
Vancouver Güven İ. , Nas C. The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills. Academy Journal of Educational Sciences. 2022; 6(1): 52-58.
IEEE İ. Güven ve C. Nas , "The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills", Academy Journal of Educational Sciences, c. 6, sayı. 1, ss. 52-58, Ağu. 2022, doi:10.31805/acjes.1091917