Students’ perceived authenticity and understanding of authentic research while experimenting in a non-formal learning setting
Bibliographic Data
| ID | 21490465 |
|---|---|
| Authors | Sarah Hohrath (0009-0008-8257-7562, Ruhr University Bochum, corresponding author), Sandra Aßmann (0000-0001-5132-269X, Ruhr University Bochum), Heiko Krabbe (0000-0003-3474-4086, Ruhr University Bochum), Maria Opfermann (0000-0001-8553-2046, University of Wuppertal) |
| Year | 2024 |
| Volume | 39 |
| Issue | 4 |
| Pages | 3325-3349 |
| Publication date | 2024-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-024-00810-z |
| OpenAlex | W4392555109 |
| Language | EN |
| Citations received | 5 |
| References cited | 49 |
Non-formal learning settings like out-of-school labs provide students with insights into authentic learning situations. For example, in physics, students are engaged in experimenting as an authentic method. However, increasing the authenticity in experimentation can lead to overwhelming demands and hinder concept development and does not even need to be perceived as more authentic. We investigated the role of authenticity in experimenting in an out-of-school lab. Specifically, we explored (a) what influence the level of guidance has on students’ perceived authenticity (RQ1), (b) which references students use in their assessment judging perceived authenticity (RQ2), and (c) to what extent perceived authenticity predicts students’ learning outcomes (RQ3). To address these issues, a mixed methods study was carried out. One hundred forty-two students of seventh and eighth grade experimented in small groups and investigated the pattern that occurs when different apertures are placed between various light sources and a screen. Students were randomly assigned to one of two variants of the learning setting. In the guided experimentation group, students performed five pre-designed experiments and one freely chosen experiment, while the self-determined experimenting students freely designed all six experiments. A questionnaire was administered for perceived authenticity and interviews were conducted about the experimentation process. The learning outcome was measured with a pre- and post-test. We found no significant difference in perceived authenticity and learning outcomes of the two groups. To explain this, we conducted and analyzed interviews in terms of students’ understandings of authentic research to determine the views their authenticity judgments were based on
Authentic learning · Cognitive science · Educational psychology · Epistemology · Formal learning · Mathematics education · Pedagogy · Biomedical and Engineering Education · Innovative Teaching Methods · Philosophy · Problem and Project Based Learning · Psychology
Development of a multidimensional questionnaire on students' perceived authenticity in science learning contexts
Authenticity in a high school data science curriculum
Inquiry-based instruction and its influence on perceived authenticity and maintained situational interest—a cluster-randomised field experiment in a chemistry learning setting
Perspectives on authentic learning
The authenticity dilemma
Rasch Analysis in the Human Sciences
Epistemologically authentic inquiry in schools
The laboratory in science education
An instructional design framework for authentic learning environments
Towards a More Authentic Science Curriculum
Meta-Analysis of Inquiry-Based Learning
Why Minimal Guidance During Instruction Does Not Work
Historisches Argumentieren und epistemologische Überzeugungen
Authentic insights into science
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences
Toward a Definition of Mixed Methods Research
How to Construct a Mixed Methods Research Design
Qualitative Content Analysis
The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences
| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |