Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/558
Title: Authentic Learning and Teaching in an Out-of-School Lab - First Steps towards Empirical Investigation of a Theoretical Model
Authors: Nachtigall, Valentina
Keuschnig, Angelina
Behrendt, Lena
Brune, Laura
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Nachtigall, V., Keuschnig, A., Behrendt, L., & Brune, L. (2018). Authentic Learning and Teaching in an Out-of-School Lab - First Steps towards Empirical Investigation of a Theoretical Model. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Out-of-school labs (OSLs) aim at fostering students’ interest in natural or social sciences by engaging them in authentic learning. However, definitions of authentic learning and explanations of its effectiveness are diverse. Therefore, Betz, Flake, Mierwald, and Vanderbeke (2016) developed a theoretical model that captures various aspects of this heterogeneous construct. Our goal in this paper is to undertake first steps towards an empirical investigation of this model based on data from two pilot studies that were conducted in an OSL. In both studies, we investigated whether the intended authenticity level of the method that students used to solve a given task had an impact on students’ perceived authenticity and situational interest. Our studies show mixed findings that are contrary to the assumptions underlying the model of Betz et al. (2016). Hence, suggestions for an advancement of that model as well as implications for future research on authentic learning are discussed.
URI: https://doi.dx.org/10.22318/cscl2018.1061
https://repository.isls.org//handle/1/558
Appears in Collections:ICLS 2018

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