Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: a replication study

Abstract Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking working by engaging them authentic activities that emulate processes inquiry. However, research has not yet focused on investigating whether students perceive those as perceived authenticity is related further motivational (e.g. situational interest) or cognitive achievement) learning outcomes. An activity emulates inquiry Productive Failure (PF). In PF, are asked explore solutions a complex problem before they have falsify their during instruction. The present study, which aims replicate the findings previous investigates PF an impact OSL for social sciences. We examined associated with acquisition. For this purpose, we conducted quasi-experimental study 152 10th graders compared Direct Instruction (DI). DI can be characterized less authentic, it promotes conceptualization being nothing else but application instructions. results mostly showing level did neither affect nor interest. Furthermore, correlated discuss light effectiveness settings.