1. bookVolume 12 (2021): Edizione 2 (December 2021)
Dettagli della rivista
License
Formato
Rivista
eISSN
2255-7547
Prima pubblicazione
14 Jun 2012
Frequenza di pubblicazione
2 volte all'anno
Lingue
Inglese
access type Accesso libero

Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills

Pubblicato online: 30 Dec 2021
Volume & Edizione: Volume 12 (2021) - Edizione 2 (December 2021)
Pagine: 108 - 123
Dettagli della rivista
License
Formato
Rivista
eISSN
2255-7547
Prima pubblicazione
14 Jun 2012
Frequenza di pubblicazione
2 volte all'anno
Lingue
Inglese
Abstract

This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

Keywords

Arsan, T., & Çölkesen, R. (2012). Algoritma ve akış şemaları [Algorithm and flowcharts], R. Çölkesen (Ed.). Bilgisayar mühendisliğine giriş temelleri [Introductory basics in computer engineering] (pp. 57–76). İstanbul, Papatya Publisher. Search in Google Scholar

Aydın-Aşk, Z. (2016). Matematik dersinde otantik görev odaklıöğrenme şüreçlerinin incelenmesi: bir eylem araştırması [The study of authentic task focused learning process in the maths course: An action research]. Yayımlanmamış Doktora Tezi, Gaziantep Üniversitesi Eğitim Bilimleri Enstitüşü, Gaziantep. Search in Google Scholar

Balcı, A. (2006). Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler [Research in social sciences: Methods, techniques and principles]. Ankara, PegemA Publisher. Search in Google Scholar

Başer, M. (2013). Bilgisayar programlamaya karşı tutum ölçeği geliştirme çalışması.[Developing attitude scale toward computer programming]. The Journal of Academic Social Science Studies, 6(6), 199–215. Search in Google Scholar

Büyüköztürk, S¸. (2016). Deneysel desenler (5. Baskı) [Experimental patterns]. Ankara, PegemA Publisher. Search in Google Scholar

Callison, D., & Lamb, A. (2004). Key words in instruction: Authentic learning. School Library Media Activities Monthly, 21(2), 34–39. Search in Google Scholar

Caseley, P. M. (2004). Toward an authentic pedagogy: An investigation of authentic learning instruction in a middle school. Master Dissertation, Pacific Lutheran University. Search in Google Scholar

Çoban, S. (1999). Yöneticilerin yaratıcılık düzeyleri ile liderlik tarzları arasındaki ilişki [Relationship between creativity levels and leadership styles of managers]. Yayın-lanmamış doktora tezi, İstanbul Üniversitesi Sosyal Bilimleri Enstitüşü, İstanbul. Search in Google Scholar

Dennis, J., & O’Hair, M. J. (2010). Overcoming obstacles in using authentic instruction: A comparative case study of high school math and science tearchers. American Secondary Education, 38(2), 4–22. Search in Google Scholar

Garner, S. (2003, June). Learning resources and tools to aid novices learn programming. Paper presented at Proceedings of Informing Science & Information Technology Education Joint Conference, Pori, Finland. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.3.1909&rep=rep1&type=pdf Search in Google Scholar

Gatlin, L., & Edwards, R. (2007). Promoting authentic learning through a peaceful and positive perspective. Journal of Authentic Learning, 4(1), 1–8. Search in Google Scholar

Giray, S. (2016). İki aşamalı kümeleme analizi ile hüküml¸ verilerinin incelenmesi [Investigation of convict data by two stage cluster analysis]. Ekonometri ve İstatistik [Econometrics and statistics], 25, 1–31. Search in Google Scholar

Gleeson, A. M. (2011). Preparing teachers and students for semocracy: Teacher and student learning and authentic intellectual work. Doctoral Dissertation, Boston College, USA. Search in Google Scholar

Goold, A., & Rimmer, R. (2000). Indicators of performance in first-year computing. Paper presented at Computer Science Conference, 2000. ACSC 2000. 23rd Austral-asian (pp. 74–80). IEEE. https://www.researchgate.net/publication/3837359_Indicators_of_performance_in_first-year_computing Search in Google Scholar

Göçmen, G. B. (2004, Temmuz). Otantik değerlendirme nedir ve nasıl yapılır? [What is an authentic assessment and how is it done?] Paper presented at XIII. Ulusal Eğitim Bilimleri Kurultayı, İnönö¸ Üniversitesi, Eğitim Fakültesi, Malatya. https://www.pegem.net/dosyalar/dokuman/410.pdf Search in Google Scholar

Grover, S., Pea, R., & Cooper, S. (2015). Designing for deeper learning in a blended computer science course for middle school students. Computer Science Education, 25(2), 199–237.10.1080/08993408.2015.1033142 Search in Google Scholar

Gündoğan, A., & Gültekin, M. (2018). The reflection of the attitudes and learning processes to learning environments with authentic tasks in life science class. Pegem Eğitim ve ÷ğretim Dergisi [Pegem Journal of Education and Training ], 8(4), 771–832.10.14527/pegegog.2018.030 Search in Google Scholar

Heasly, B., Lindner, J., Iliško, Dz., & Salīte, I. (2020). From initiatives, to insights, to implementation of the sustainability and securitability agenda for 2030. Discourse and Communication for Sustainable Education, 11(1), 1–4.10.2478/dcse-2020-0001 Search in Google Scholar

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48.10.1007/BF02319856 Search in Google Scholar

Horzum, M. B., & Bektaş, M. (2012). Otantik öğrenmenin topluma hizmet uygulamaları dersini alan öğretmen adaylarının derse yönelik tutum ve memnuniyetine etkisi [The effect of authentic learning on preservice teachers’ attitude and satisfaction towards service learning]. Kastamonu Eğitim Dergisi, 20(1), 341–360. Search in Google Scholar

Hussain, S., Ahmad, N., & Khan, F. N. (2015). The effects of authentic pedagogical practices on students’ educatinal performances and retention power. Pakistan Journal of Education, 30(2), 47–62. Search in Google Scholar

Iucu, R. B., & Marin, E. (2014). Authentic learning in adult education. Procedia – Social and Behavioral Sciences, 142, 410–415.10.1016/j.sbspro.2014.07.702 Search in Google Scholar

Johnson, Y. L. (2007). The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology Course. Doctoral Dissertation, Walden University. Search in Google Scholar

Kinay, İ., & Bağçeci, B. (2015). Otantik değerlendirme sürecine katılan öğretmen a daylarıniı duyuşsal özelliklerinin incelenmesi [Investigation of emotional features of prospective teachers participated in the process of authentic assessment]. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama [Journal of Education and Humanities: Theory and Practice], 6(12), 67–80. Search in Google Scholar

Koçyiğit, S. (2011). Otantik görev odaklı yapılandırmacı yaklaşımın öğretmen adaylarının başarılarına, derse karşı tutumlarına ve problem çözme becerilerine etkisi [The effects of the authentic task based constructivist approach on preservice teachers? Achievement, attitudes towards classes and problem solving skills]. Yayiımlanmamış doktora tezi, Marmara Üniversitesi, Eğitim Bilimleri Enstitüşü, İstanbul. Search in Google Scholar

Koçyiğit, S., & Zembat, R. (2013). Otantik görevlerin öğretmen adaylarının başarılarına etkisi [The effects of the authentic task on preservice teachers’ achievement]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 291–303. Search in Google Scholar

Mintah, J. K. (2009). Authentic assessment in physical education: Prevalence of use and perceived impact on students’ self-concept, motivation, and skill achievement. Measurement in Physical Education and Exercise Science, 7(3), 161–174.10.1207/S15327841MPEE0703_03 Search in Google Scholar

Newmann, F. M., Marks, H. M., & Gamoran, A. (1995). Authentic pedagogy: Standards that boost student performance. Issues in Restructuring Schools, 1–17. Search in Google Scholar

Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104, 280–312.10.1086/444136 Search in Google Scholar

Newmann, F. M., & Wehlage, G. G. (1993). Five standards of authentic instruction. Educational Leadership: Journal of the Department of Supervision and Curriculum Development, 50(7), 8–12. Search in Google Scholar

Niesz, T. M. (2003). The project approach to learning: How the project approach provides opportunities for authentic Learning. Master Dissertation, Pacific Lutheran University. Search in Google Scholar

Preus, B. (2012). Authentic instruction for 21st century learning: Higher order thinking in an inclusive school. American Secondary Education, 40(3), 59–79. Search in Google Scholar

Purcell-Gates, V., Duke, N., & Martineau, J. A. (2011). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42(1), 8–45.10.1598/RRQ.42.1.1 Search in Google Scholar

Reed, L. (1993). Achieving the aims and purposes of schooling through authentic assessment. Middle School Journal, 25(2), 11–13.10.1080/00940771.1993.11495198 Search in Google Scholar

Renzulli, J. S., Gentry, M., & Reis, S. M. (2004). A time and a place for authentic learning. Educational Leadership, 62(1), 73–77. Search in Google Scholar

Robinson, K. (2003). Yaratıcılık aklın sınırlarını aşmak [Creativity transcends the limits of the mind]. İstanbul, Kitap Publisher. Search in Google Scholar

Rule, A. (2006). The components of authentic learning. Journal of Authentic Learning, 3(1), 1–10. Search in Google Scholar

Šļahova, A., Volonte, I., & Čačka, M. (2017). Interrelations in the development of primary school learners’ creative imagination and creative activity when depicting a portrait in visual art lessons. Discourse and Communication for Sustainable Education, 8(1), 102–120.10.1515/dcse-2017-0008 Search in Google Scholar

Sönmez, V., & Alacapınar, F. G. (2014). Örneklendirilmiş bilimsel araştırma yöntemleri (Genişletilmiş 3.Baskı) [Exemplified scientific research methods]. Ankara, Ani Publisher. Search in Google Scholar

Şahin, N., Şahin, N. H., & Heppner, P. P. (1993). The psychometric properties of the problem solving inventory. Cognitive Therapy and Research, 17, 379–396.10.1007/BF01177661 Search in Google Scholar

Taranto, D., & Buchanan, M. T. (2020). Sustaining lifelong learning: A self-regulated learning (SRL) approach. Discourse and Communication for Sustainable Education, 11(1), 5–15.10.2478/dcse-2020-0002 Search in Google Scholar

Tillmanns, T., Holland, C., & Filho, A. S. (2017). Design criteria for visual cues used in disruptive learning interventions within sustainability education. Discourse and Communication for Sustainable Education, 8(2), 5–16.10.1515/dcse-2017-0011 Search in Google Scholar

Uçar, N. (2008). Kümeleme analizi [Cluster analysis], Şeref Kalaycı (Ed.). Spss uygulamalıçok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. Ankara, Asil Yayın Dağıtım, 350–369. Search in Google Scholar

Vatansever, F. (2007). Algoritma geliştirme ve programlamaya giriş [Introduction to algorithm development and programming]. Ankara, Seçkin Publisher. Search in Google Scholar

White, J. (2008). Sustainable pedagogy: A research narrative about performativity, teachers and possibility. Transnational Curriculum Inquiry, 5(1), 1–14. Search in Google Scholar

Yaşar, E. (2012). Algortima ve programlama giriş [Algorithm and programming introduction]. Trabzon, Murathan Publisher. Search in Google Scholar

Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43–58.10.1007/BF02297091 Search in Google Scholar

Articoli consigliati da Trend MD

Pianifica la tua conferenza remota con Sciendo