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<p>Out-of-school labs (OSLs) are considered a&#xa0;promising opportunity to provide students with authentic experiences by engaging them in authentic activities that emulate the work of professionals of a&#xa0;certain discipline. However, such authentic learning activities may cognitively overwhelm learners and are often not perceived as authentic by students. Thus, the hypothesized positive motivational and cognitive effects of authentic learning are often not evoked. Therefore, the present paper focuses on providing students with first authentic and not too cognitively demanding insights into mathematical modelling with experimental data. We conducted a&#xa0;quasi-experimental study with 111 9th&#xa0;and 10th&#xa0;graders who observed a&#xa0;video of either peer or scientist models performing a&#xa0;mathematical modelling task with experimental data followed by conducting a&#xa0;similar task themselves in an OSL. We investigated the effects on students’ perceived authenticity, situational interest, and knowledge acquisition. Thereby, we aimed to conceptually replicate a&#xa0;previous study that took place at the students’ school, in an OSL. As found in our school study, students in the OSL perceived the scientist models more authentically than the peer models. In contrast, in the OSL study, students who observed peer models reported higher situational interest than students who observed scientist models. Our results further indicate differential effects on students’ perceived authenticity during subsequent mathematical modelling with experimental data themselves. We discuss the results in light of previous research on learning in authentic contexts.</p>

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Learning mathematical modelling with experimental data from scientist and peer models: Transferring results on the perception of authenticity from a school setting to an out-of-school lab

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月17日

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  • Ramona Hagenkötter,
  • Valentina Nachtigall,
  • Katrin Rolka,
  • Nikol Rummel

摘要

Out-of-school labs (OSLs) are considered a promising opportunity to provide students with authentic experiences by engaging them in authentic activities that emulate the work of professionals of a certain discipline. However, such authentic learning activities may cognitively overwhelm learners and are often not perceived as authentic by students. Thus, the hypothesized positive motivational and cognitive effects of authentic learning are often not evoked. Therefore, the present paper focuses on providing students with first authentic and not too cognitively demanding insights into mathematical modelling with experimental data. We conducted a quasi-experimental study with 111 9th and 10th graders who observed a video of either peer or scientist models performing a mathematical modelling task with experimental data followed by conducting a similar task themselves in an OSL. We investigated the effects on students’ perceived authenticity, situational interest, and knowledge acquisition. Thereby, we aimed to conceptually replicate a previous study that took place at the students’ school, in an OSL. As found in our school study, students in the OSL perceived the scientist models more authentically than the peer models. In contrast, in the OSL study, students who observed peer models reported higher situational interest than students who observed scientist models. Our results further indicate differential effects on students’ perceived authenticity during subsequent mathematical modelling with experimental data themselves. We discuss the results in light of previous research on learning in authentic contexts.