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THE EFFECT OF AUTHENTIC LEARNING ON STUDENTS' ATTITUDES TOWARDS THE COURSE: A META-ANALYTIC REVIEW

Yıl 2023, Sayı: 26, 43 - 54, 28.10.2023

Özgür Tutal

https://doi.org/10.29029/busbed.1295078

Öz

In Turkey, a number of primary studies have been conducted to investigate how authentic learning impacts students' attitudes towards courses, an important affective factor in the learning process. These individual studies have reported varying effect sizes on the effectiveness of authentic learning. This review utilized a meta-analysis approach to analyze the results of experimental and quasi-experimental studies on this topic to provide a more comprehensive overview. Out of the 180 studies identified in the literature search, eight studies (representing nine effect sizes) that met the inclusion criteria were coded and analyzed. Among these primary studies, one showed a modest effect size, seven demonstrated a moderate effect size, and one had a strong effect size. The analysis showed a moderate overall effect size for the effectiveness of authentic learning on students' attitudes towards courses (g=0.751). Based on these findings, it can be concluded that authentic learning is more effective than traditional education processes in promoting positive attitudes towards course, which is a noteworthy result in educational research.

Anahtar Kelimeler

Authentic learning Attitudes towards course Meta-analysis

Kaynakça

  • Meta-analize dâhil edilen çalışmalar * işaretiyle gösterilmiştir.
  • Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561. https://doi.org/10.1037//0022-0663.94.3.545
  • Ajzen, I., & Gilbert-Cote, N. (2008). Attitudes and the prediction of behavior. In W. D. Crano & R. Prislin (Eds.), Attitudes and attitude change (pp. 289–311). Psychology Press.
  • *Arslan, A., Keserci, G., Akyüz, A., & Keserci, G. (2020). Otantik öğrenme etkinliklerinin öğrencilerin fen bilimleri ve astronomiye yönelik tutumları ile çevre bilincine etkisinin incelenmesi. Karaelmas Eğitim Bilimleri Dergisi, 8(1), 55-64.
  • *Aynas, N., & Aslan, M. (2021). The effects of authentic learning practices on problem-solving skills and attitude towards science courses. Journal of Learning for Development – JL4D, 8(1), 146-161.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  • Başol, G. (2016). "Türkiye örnekleminde meta analiz çalışmalarının içerik analizi ve metodolojik değerlendirilmesi" konusunda Dinçer (2016) "Editöre Mektup"a cevaben. International Journal of Human Sciences, 13(1), 1395–1401. https://doi.org/10.14687/ijhs.v13i1.3694
  • Bektaş, M. & Horzum, M. B. (2014). Otantik öğrenme. Pegem Akademi.
  • Bhagat, K. K., & Huang, R. (2018). Improving learners’ experiences through authentic learning in a technology-rich classroom. In T. W. Chang, R. Huang & Kinshuk (Eds.), Authentic learning through advances in technologies, (pp. 3-15). Springer
  • Bilgin, N. (2013). Tutumlar ve tutum değişimi. N. Bilgin (Ed.), Sosyal psikoloji içinde (ss. 119-133). Ege Üniversitesi Yayınevi.
  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons.
  • Budak, S. (2009). Psikoloji sözlüğü. Bilim ve Sanat Yayınları.
  • Çetinkaya, M. (2018). A study of developing an attitude scale towards authentic learning environments and evaluation. Journal of Education and Training Studies, 6(4), 189- 198. https://doi.org/10.11114/jets.v6i4.2887
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Coşkun, H. & Göçmen, Ö. (2015). Tutum değişimi. H. Coşkun (Ed.), Sosyal psikoloji içinde (ss. 141-166). Lisans Yayıncılık.
  • Deeks, J. J., Higgins, J. P. T., & Altman, D. G. (2008). Analysing data and undertaking meta-analyses. In J. P. T. Higgins & S. Green (Eds.), Cochrane handbook for systematic reviews of interventions (pp. 243-296). John Wiley & Sons.
  • Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM: The International Journal on Mathematics Education, 43(4), 471–482. https://doi. org/10.1007/s11858-011-0309-6
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Akademi.
  • Durlak, J. A., & Lipsey, M. W. (1991). A practitioner's guide to meta-analysis. American Journal of Community Psychology, 19(3), 291-332.
  • Duval, S. & Tweedie, R. (2000a). A nonparametric "trim and fill" method of accounting for publication bias in meta-analysis. Journal of the American Statistical Association, 95 (449), 89-98. https://doi.org/10.1080/01621459.2000.10473905
  • Duval, S. & Tweedie, R. (2000b). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56, 455-463. https://doi.org/10.1111/j.0006-341X.2000.00455.x
  • Friedman, T. L., & Kass, J. D. (2002). Learning from the experts. Educational Leadership, 59(5), 42-46.
  • Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An introduction. Allyn and Bacon.
  • Gökçakan-Çiçek, N. (2015). Tutumlar. H. Coşkun (Ed.), Sosyal psikoloji içinde (ss. 119-140). Lisans Yayıncılık.
  • Grissom, R. J., & Kim, J. J. (2012). Effect sizes for research: Univariate and multivariate applications. Routledge.
  • Güner, M. & Belet-Boyacı Ş. D. (2015). Türkçe dersinde dinlediğini anlama becerisinin geliştirilmesinde otantik görev temelli otantik materyallerin etkisi. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(11), 757-772. http://dx.doi.org/10.7827/TurkishStudies.8547
  • Hanji, M. B. (2017). Meta-analysis in psychiatry research: Fundamental and advanced methods. CRC Press. Harrer, M., Cuijpers, P., Furukawa, T. A., & Ebert, D. D. (2022). Doing meta-analysis with R: A hands-on guide. CRC Press.
  • Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hedges, L. V. (1982). Estimation of effect size from a series of independent experiments. Psychological Bulletin, 92 (2), 490-499. https://doi.org/10.1037/0033-2909.92.2.490
  • Herrington, J. (2015). Introduction to authentic learning. In V. Bozalek, D. Ng’ambi, D. Wood, J. Herrington, J. Hardman & A. Amory (Eds.), Activity theory, authentic learning and emerging technologies (pp. 61-67). Routledge.
  • Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71.
  • Herrington, J., Reeves, T. C., & Oliver, R. (2009). A guide to authentic e-learning. Routledge.
  • Herrington, J., Reeves, T. C., & Oliver, R. (2010). A practical guide to authentic learning: Strategies for faculty and instructional designers. Routledge.
  • *Horzum, M. B., & Bektaş, M. (2012). Otantik öğrenmenin topluma hizmet uygulamaları dersini alan öğretmen adaylarının derse yönelik tutum ve memnuniyetine etkisi. Kastamonu Eğitim Dergisi, 20(1), 341-360.
  • Hui, F., & Koplin, M. (2011). The implementation of authentic activities for learning: A case study in finance education. E-Journal of Business Education & Scholarship of Teaching, 5(1), 59-72.
  • *İneç, Z. F. & Akpınar, E. (2018). Authentic social studies teaching: The effect of semantic geo-media material on learning. Review of International Geographical Education Online (RIGEO), 8(2), 273-310.
  • *Karabulut, H. (2018). Teknoloji destekli otantik öğrenme aktivitelerinin öğrencilerin fen öğrenmelerine, fene yönelik tutumlarına ve bilgilerinin kalıcılığına etkisi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi, Ankara.
  • Khan, S. (2020). Meta-analysis: Methods for health and experimental studies. Springer.
  • Knobloch, N. A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22-34. https://doi.org/10.5032/jae.2003.04022
  • Konstantopoulos, S., & Hedges, L. V. (2009). Analyzing effect sizes: Fixed-effects models. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 279–294). Russell Sage Foundation.
  • Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students' emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage.
  • Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. EDUCAUSE Learning Initiative, 1-12.
  • Martin, A. J., Anderson, J., Bobis, J., Way, J., & Vellar, R. (2012). Switched-on students in a digital world: How a faith-based school is responding. Australian Educational Researcher, 39(5), 559-576.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8(2), 157-159. https://doi.org/10.3102%2F10769986008002157
  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236. https://doi.org/10.1086/501484
  • Revington, S. (2023, March 11). Defining authentic learning. http://authenticlearning.weebly.com/
  • Rosenthal, R. (1979). The "file drawer problem" and tolerance for null results. Psychological Bulletin, 86(3), 638-641. https://psycnet.apa.org/doi/10.1037/0033-2909.86.3.638
  • Rothstein, H. R., Lortie, C. J., Stewart, G. B., Koricheva, J., & Gurevitch, J. (2013). Quality standards for research syntheses. In J. Koricheva, J. Gurevitch, & K. Mengersen (Eds.), Handbook of meta-analysis in ecology and evolution (pp. 323–338). Princeton University Press.
  • *Sellüm, F. S., & Bektaş, M. (2022). İlkokul 4. sınıf fen bilimleri dersinde otantik öğrenme. Bayburt Eğitim Fakültesi Dergisi, 17(35), 1026-1059. https://doi.org/10.35675/befdergi.949021
  • Slaney, K. L., Tafreshi, D., & Hohn, R. (2018). Random or fixed? An empirical examination of meta-analysis model choices. Review of General Psychology, 22(3), 290-304. https://doi.org/10.1037/gpr0000140
  • Slavin, R. E. (1996). Education for all. Swets & Zeitlinger.
  • Toraman, Ç., & Ulubey, Ö. (2016). The efect of creative drama method on the attitude towards course: A meta-analysis study. Journal of Educational Sciences Research, 6(1), 87–115. https://doi.org/ 10.12973/jesr.2016.61.5
  • *Ustaoğlu, M. (2020). “Vücudumuzun bilmecesini çözelim” ünitesinde otantik öğrenme etkinliklerinin 5. sınıf öğrencilerinin öğrenme ürünlerine etkisi [Yayımlanmamış doktora tezi]. Ondokuz Mayıs Üniversitesi, Samsun.
  • Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • *Yıldırım, R. & Ortak, Ş. (2021). The effects of authentic learning approach on academic achievement and attitudes in social studies course. International Journal of Psychology and Educational Studies, 8(3), 193-208. https://dx.doi.org/10.52380/ijpes.2021.8.3.508

OTANTİK ÖĞRENMENİN ÖĞRENCİLERİN DERSE YÖNELİK TUTUMLARINA ETKİSİ: META-ANALİTİK BİR DEĞERLENDİRME

Yıl 2023, Sayı: 26, 43 - 54, 28.10.2023

Özgür Tutal

https://doi.org/10.29029/busbed.1295078

Öz

Türkiye'de otantik öğrenmenin öğrenme sürecinde önemli görülen duyuşsal bir faktör olan öğrencilerin derse yönelik tutumları üzerindeki etkisini inceleyen çeşitli birincil çalışmalar gerçekleştirilmiştir. Ancak söz konusu bireysel çalışmaların sonuçlarının, otantik öğrenmenin etkililiğine dair farklı etki büyüklüğü değerleri elde ettiği gözlemlenmiştir. Bu araştırmanın amacı, otantik öğrenmenin öğrencilerin derse yönelik tutumları üzerindeki etkisini inceleyen deneysel ve yarı deneysel çalışmaların sonuçlarını meta-analiz yöntemiyle birleştirerek genel etki büyüklüğünü belirlemektir. Bu amaç doğrultusunda, literatür taraması sonucunda listelenen 180 çalışmadan dâhil edilme kriterlerine uygun olan sekiz çalışma (dokuz etki büyüklüğü) kodlanarak analiz edilmiştir. Meta-analize dâhil edilen birincil çalışmalardan birinin küçük, yedisinin orta ve birinin ise güçlü etki büyüklüğü düzeyinde oldukları belirlenmiştir. Analiz sonuçları otantik öğrenmenin öğrencilerin derse yönelik tutumları üzerinde orta düzeyde bir genel etki büyüklüğüne sahip olduğunu göstermiştir (g=0.751). Meta-analiz sonucunda elde edilen genel etki büyüklüğü değerinin orta düzeyde, eğitim araştırmaları için oldukça dikkate değer ve otantik öğrenmenin geleneksel eğitim süreçlerine kıyasla öğrencilerin derse yönelik olumlu tutumlar geliştirmelerini sağlamada daha etkili olduğunu söylemek mümkündür.

Anahtar Kelimeler

Otantik öğrenme Derse yönelik tutum Meta-analiz

Kaynakça

  • Meta-analize dâhil edilen çalışmalar * işaretiyle gösterilmiştir.
  • Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561. https://doi.org/10.1037//0022-0663.94.3.545
  • Ajzen, I., & Gilbert-Cote, N. (2008). Attitudes and the prediction of behavior. In W. D. Crano & R. Prislin (Eds.), Attitudes and attitude change (pp. 289–311). Psychology Press.
  • *Arslan, A., Keserci, G., Akyüz, A., & Keserci, G. (2020). Otantik öğrenme etkinliklerinin öğrencilerin fen bilimleri ve astronomiye yönelik tutumları ile çevre bilincine etkisinin incelenmesi. Karaelmas Eğitim Bilimleri Dergisi, 8(1), 55-64.
  • *Aynas, N., & Aslan, M. (2021). The effects of authentic learning practices on problem-solving skills and attitude towards science courses. Journal of Learning for Development – JL4D, 8(1), 146-161.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  • Başol, G. (2016). "Türkiye örnekleminde meta analiz çalışmalarının içerik analizi ve metodolojik değerlendirilmesi" konusunda Dinçer (2016) "Editöre Mektup"a cevaben. International Journal of Human Sciences, 13(1), 1395–1401. https://doi.org/10.14687/ijhs.v13i1.3694
  • Bektaş, M. & Horzum, M. B. (2014). Otantik öğrenme. Pegem Akademi.
  • Bhagat, K. K., & Huang, R. (2018). Improving learners’ experiences through authentic learning in a technology-rich classroom. In T. W. Chang, R. Huang & Kinshuk (Eds.), Authentic learning through advances in technologies, (pp. 3-15). Springer
  • Bilgin, N. (2013). Tutumlar ve tutum değişimi. N. Bilgin (Ed.), Sosyal psikoloji içinde (ss. 119-133). Ege Üniversitesi Yayınevi.
  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons.
  • Budak, S. (2009). Psikoloji sözlüğü. Bilim ve Sanat Yayınları.
  • Çetinkaya, M. (2018). A study of developing an attitude scale towards authentic learning environments and evaluation. Journal of Education and Training Studies, 6(4), 189- 198. https://doi.org/10.11114/jets.v6i4.2887
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Coşkun, H. & Göçmen, Ö. (2015). Tutum değişimi. H. Coşkun (Ed.), Sosyal psikoloji içinde (ss. 141-166). Lisans Yayıncılık.
  • Deeks, J. J., Higgins, J. P. T., & Altman, D. G. (2008). Analysing data and undertaking meta-analyses. In J. P. T. Higgins & S. Green (Eds.), Cochrane handbook for systematic reviews of interventions (pp. 243-296). John Wiley & Sons.
  • Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM: The International Journal on Mathematics Education, 43(4), 471–482. https://doi. org/10.1007/s11858-011-0309-6
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Akademi.
  • Durlak, J. A., & Lipsey, M. W. (1991). A practitioner's guide to meta-analysis. American Journal of Community Psychology, 19(3), 291-332.
  • Duval, S. & Tweedie, R. (2000a). A nonparametric "trim and fill" method of accounting for publication bias in meta-analysis. Journal of the American Statistical Association, 95 (449), 89-98. https://doi.org/10.1080/01621459.2000.10473905
  • Duval, S. & Tweedie, R. (2000b). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56, 455-463. https://doi.org/10.1111/j.0006-341X.2000.00455.x
  • Friedman, T. L., & Kass, J. D. (2002). Learning from the experts. Educational Leadership, 59(5), 42-46.
  • Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An introduction. Allyn and Bacon.
  • Gökçakan-Çiçek, N. (2015). Tutumlar. H. Coşkun (Ed.), Sosyal psikoloji içinde (ss. 119-140). Lisans Yayıncılık.
  • Grissom, R. J., & Kim, J. J. (2012). Effect sizes for research: Univariate and multivariate applications. Routledge.
  • Güner, M. & Belet-Boyacı Ş. D. (2015). Türkçe dersinde dinlediğini anlama becerisinin geliştirilmesinde otantik görev temelli otantik materyallerin etkisi. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(11), 757-772. http://dx.doi.org/10.7827/TurkishStudies.8547
  • Hanji, M. B. (2017). Meta-analysis in psychiatry research: Fundamental and advanced methods. CRC Press. Harrer, M., Cuijpers, P., Furukawa, T. A., & Ebert, D. D. (2022). Doing meta-analysis with R: A hands-on guide. CRC Press.
  • Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hedges, L. V. (1982). Estimation of effect size from a series of independent experiments. Psychological Bulletin, 92 (2), 490-499. https://doi.org/10.1037/0033-2909.92.2.490
  • Herrington, J. (2015). Introduction to authentic learning. In V. Bozalek, D. Ng’ambi, D. Wood, J. Herrington, J. Hardman & A. Amory (Eds.), Activity theory, authentic learning and emerging technologies (pp. 61-67). Routledge.
  • Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71.
  • Herrington, J., Reeves, T. C., & Oliver, R. (2009). A guide to authentic e-learning. Routledge.
  • Herrington, J., Reeves, T. C., & Oliver, R. (2010). A practical guide to authentic learning: Strategies for faculty and instructional designers. Routledge.
  • *Horzum, M. B., & Bektaş, M. (2012). Otantik öğrenmenin topluma hizmet uygulamaları dersini alan öğretmen adaylarının derse yönelik tutum ve memnuniyetine etkisi. Kastamonu Eğitim Dergisi, 20(1), 341-360.
  • Hui, F., & Koplin, M. (2011). The implementation of authentic activities for learning: A case study in finance education. E-Journal of Business Education & Scholarship of Teaching, 5(1), 59-72.
  • *İneç, Z. F. & Akpınar, E. (2018). Authentic social studies teaching: The effect of semantic geo-media material on learning. Review of International Geographical Education Online (RIGEO), 8(2), 273-310.
  • *Karabulut, H. (2018). Teknoloji destekli otantik öğrenme aktivitelerinin öğrencilerin fen öğrenmelerine, fene yönelik tutumlarına ve bilgilerinin kalıcılığına etkisi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi, Ankara.
  • Khan, S. (2020). Meta-analysis: Methods for health and experimental studies. Springer.
  • Knobloch, N. A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22-34. https://doi.org/10.5032/jae.2003.04022
  • Konstantopoulos, S., & Hedges, L. V. (2009). Analyzing effect sizes: Fixed-effects models. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 279–294). Russell Sage Foundation.
  • Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students' emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage.
  • Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. EDUCAUSE Learning Initiative, 1-12.
  • Martin, A. J., Anderson, J., Bobis, J., Way, J., & Vellar, R. (2012). Switched-on students in a digital world: How a faith-based school is responding. Australian Educational Researcher, 39(5), 559-576.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8(2), 157-159. https://doi.org/10.3102%2F10769986008002157
  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236. https://doi.org/10.1086/501484
  • Revington, S. (2023, March 11). Defining authentic learning. http://authenticlearning.weebly.com/
  • Rosenthal, R. (1979). The "file drawer problem" and tolerance for null results. Psychological Bulletin, 86(3), 638-641. https://psycnet.apa.org/doi/10.1037/0033-2909.86.3.638
  • Rothstein, H. R., Lortie, C. J., Stewart, G. B., Koricheva, J., & Gurevitch, J. (2013). Quality standards for research syntheses. In J. Koricheva, J. Gurevitch, & K. Mengersen (Eds.), Handbook of meta-analysis in ecology and evolution (pp. 323–338). Princeton University Press.
  • *Sellüm, F. S., & Bektaş, M. (2022). İlkokul 4. sınıf fen bilimleri dersinde otantik öğrenme. Bayburt Eğitim Fakültesi Dergisi, 17(35), 1026-1059. https://doi.org/10.35675/befdergi.949021
  • Slaney, K. L., Tafreshi, D., & Hohn, R. (2018). Random or fixed? An empirical examination of meta-analysis model choices. Review of General Psychology, 22(3), 290-304. https://doi.org/10.1037/gpr0000140
  • Slavin, R. E. (1996). Education for all. Swets & Zeitlinger.
  • Toraman, Ç., & Ulubey, Ö. (2016). The efect of creative drama method on the attitude towards course: A meta-analysis study. Journal of Educational Sciences Research, 6(1), 87–115. https://doi.org/ 10.12973/jesr.2016.61.5
  • *Ustaoğlu, M. (2020). “Vücudumuzun bilmecesini çözelim” ünitesinde otantik öğrenme etkinliklerinin 5. sınıf öğrencilerinin öğrenme ürünlerine etkisi [Yayımlanmamış doktora tezi]. Ondokuz Mayıs Üniversitesi, Samsun.
  • Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • *Yıldırım, R. & Ortak, Ş. (2021). The effects of authentic learning approach on academic achievement and attitudes in social studies course. International Journal of Psychology and Educational Studies, 8(3), 193-208. https://dx.doi.org/10.52380/ijpes.2021.8.3.508
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Özgür Tutal 0000-0001-5211-7030

Erken Görünüm Tarihi 27 Ekim 2023
Yayımlanma Tarihi 28 Ekim 2023
Yayımlandığı Sayı Yıl 2023Sayı: 26

Kaynak Göster

APA Tutal, Ö. (2023). OTANTİK ÖĞRENMENİN ÖĞRENCİLERİN DERSE YÖNELİK TUTUMLARINA ETKİSİ: META-ANALİTİK BİR DEĞERLENDİRME. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(26), 43-54. https://doi.org/10.29029/busbed.1295078
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