The reflection of the attitudes and learning processes to learning environments with authentic tasks in life science class
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.
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