Development of a multidimensional questionnaire on students' perceived authenticity in science learning contexts

Frontiers in Education, vol. 11

Abstract

Authentic learning environments are recognized as effective for increasing students' interest and engagement in science education. However, the development and improvement of such environments are constrained by the absence of robust and comprehensive measurement tools for students' perceptions of authenticity. Existing instruments often do not capture the multidimensional nature of authenticity. More recently, researchers have developed questionnaires that operationalize authenticity as a multidimensional construct in educational contexts. Yet, even these instruments do not address all theoretically relevant aspects of authenticity identified in established models. In this study, we therefore develop and validate a new questionnaire designed to measure students' perceived authenticity in learning settings. The questionnaire comprises six dimensions: location, instructor, innovation, methods, materials , and content . Data were collected from N = 146 secondary school students at an out-of-school laboratory in Germany and analyzed using confirmatory factor analysis. The results indicate a six-factor solution aligned with the hypothesized model, with internal consistencies exceeding 0.75 for five of the six scales. The resulting instrument provides a more precise tool for assessing students' perceptions of authenticity, facilitating a more accurate evaluation of authentic learning environments in science education and supporting the development of interventions to enhance authenticity in instructional design.

Authors 4

1. Deniz C. Senel corresponding Aachen Didactics of Physics and Technology

   RWTH Aachen University

   Affiliation as printed

   Didactics of Physics and Technology, RWTH Aachen University

2. Tobias Schüttler

   Deutsches Zentrum für Luft- und Raumfahrt e. V. (DLR)

   Affiliation as printed

   DLR_School_Lab, German Aerospace Center (DLR)

3. Bernhard Ertl

   Universität der Bundeswehr München

   Affiliation as printed

   Learning and Teaching with Media, Institute of Education, Universität der Bundeswehr München

4. Bianca Watzka Aachen Didactics of Physics and Technology

   RWTH Aachen University

   Affiliation as printed

   Didactics of Physics and Technology, RWTH Aachen University