The Effects of Authentic Tasks on Preservice Teachers’ Attitudes towards Classes and Problem Solving Skills.

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Abstract

This study aimed to investigate the effects of authentic tasks on preschool preservice teachers’ attitudes towards the course and problem solving skills. The study was designed in accordance with the pretest – posttest control group model. The data were collected by using the “Problem Solving Skills Inventory”, the “Course Attitude Scale”, and the “Structured Interview Form” to obtain participant views about the process. The study was conducted with a total of 100 third-year preservice teachers who were enrolled in the course “Special Education Methods I” at Marmara University Ataturk Faculty of Education’s Preschool Education Department during the 2010-2011 academic year. Of these participants, 35 were in the experimental group, 35 in the 1st control group and 30 in the 2nd control group. The results showed a positive significant difference in the attitudes of the experimental group towards classes and their problem solving skills perceptions at the end of the experiment, while no such difference was observed in the two control groups. The responses to the interview forms included positive views regarding the process of using authentic tasks from the experimental group, but mostly negative views from the two control groups who underwent traditional instruction. The tasks used in the experimental group in order to develop problem solving skills and recognize professional problems and solutions improved preservice teachers’ problem solving perceptions and attitudes towards classes.Key WordsAuthentic Learning, Authentic Task, Attitudes towards Classes, Problem Solving, Preschool Education, Preservice Teacher.Learning is an active process of meaning-making through experience (Berdnar, Cunningham, Duffy, & Perry, 1993 cited in Burke, 2005). Many studies support student-centered or constructivist classes against traditional teacher-centered teaching (Brooks & Brooks, 1993; Bruer, 1993; Elmore, 1990; Marshall, 1992; Sizer, 1992; Wells & Chang-Wells, 1992 cited in Newman, Marks, & Gamoran, 1995). These researchers advocate actively constructing meaning out of one’s own experience rather than simply reproducing information. This approach is known as active learning (Newman et al.).Active learning involves activities such as sustainable small group discussions, cooperative learning tasks, independent research projects, the use of manual skills, scientific tools and artistic materials, the use of computer and video technology, oral stories and community based projects. However, even students learning actively can produce superficial and weak work. In order to allow effective and deeper learning in such cases, authentic learning experiences based on real life should be used. Authentic learning is a teaching method that encourages students to explore, discuss, construct concepts, develop projects and connect them meaningfully to real life problems (Donovan, Bransford, & Pellegrino, 1999). Authentic learning has real life value, enables students to actively construct knowledge, and is used in order to solve problems and complete open ended tasks. According to Glatthorn (1999), authentic learning is more complicated and challenging than standard school learning. It involves higher-order learning through solving problems by placing a word or expression in the proper context.Students should be able to achieve beyond the classroom. Authentic learning helps them bring their experiences, knowledge, beliefs and interests into the classroom. This enables them to experiment with and use the knowledge they have constructed rather than to simply memorize facts (Mehlinger, 1995). The aim of authentic learning is not direct learning but the creation of solutions to real life problems. It starts with authentic tasks followed by authentic activities and assessment, a process in which teachers act as guides and students are active participants. In order to use authentic learning in educational settings, real life problems and topics should be brought into classrooms.