Using authentic learning for effective citizenship: An action research with Roma students

The Social Studies course is based on the goal of equipping students with the knowledge, skills and values that will enable them to participate actively in social life. Social Studies, which is the basic course in citizenship education in addition to history and geography education, should be taught with learning methods that students can face real life problems to raise the new generation as good citizens. Especially for disadvantaged students, conducting social studies courses in and out of school with real-life experiences can provide these students with stimulating experiences. The purpose of this study is to examine the process of using authentic learning in the process of teaching effective citizenship skills to Roma students and to reveal the views of students, parents and expert participants on this process. Action research, one of the qualitative research designs, was used in the study. The research was carried out over a period of 10 weeks in the 2021-2022 academic year with 5th grade students at a public school in Sakarya province where Roma students are educated. The data were collected through semi-structured interview forms, observation form, student diary, researcher diary, student focus group interview, video recordings of the implementation process and student products. The data were analyzed through descriptive analysis. As a result of the interviews conducted with Roma students before the research the students defined citizenship as living in the same country, showing positive behaviors and various professions, and defined active citizenship as having positive personality traits, responsible behaviors showing, benevolence and patriotism. Interviews As a result, students are aware of the problems of the environment they live in, students' families, instead of contributing to the solution of the problems, provide assistance It was determined that they were in a waiting position. Students as a child It was determined that they did not think that they could contribute to the solution of problems. Students' experiences of working for the solution of a problem in cooperation limited. The following conclusions were reached regarding the functioning of the authentic learning process in the acquisition of effective citizenship skills: Roma students are not able to carry out the research work necessary for the activities at home or in other out-of-school environments. For the authentic learning process to be carried out efficiently, the support of school administrators is needed. In some cases, students had difficulties in establishing a relationship between the activities and the main purpose of the activities, which is "active citizenship skills". Roma students have a prejudice that expert participants will not come to the school to provide support for the activities. Expert participants should be informed about the level of the student group before the activities. Authentic learning practices arouse curiosity in students for new learning. If the safety of students in out-of-school learning environments cannot be ensured, authentic learning should be supported using digital environments. In the authentic learning process, students gained knowledge and experience about professional working environments. Students found the authentic learning process fun and realized that they could learn by doing in the process. The authentic learning process had a positive effect on the students' attitudes towards the course. The results regarding the contribution of authentic learning to the development of effective citizenship skills of Roma students show that authentic learning can be used in the acquisition of communication, digital literacy, social participation, research, cooperation, observation, using Turkish correctly, beautifully, and effectively, decision making, using evidence, critical thinking, financial literacy, problem solving and entrepreneurship skills respectively. Interviews with students, parents and expert participants after the research show that authentic learning contributes to the development of effective citizenship skills, especially communication and social participation skills. The interview results show that there is a positive change in Roma students' attitudes towards school with authentic learning. Students, parents and expert participants have a positive view of the use of authentic learning again. When all the results of the research are evaluated together, it is concluded that authentic learning is a functional method in teaching effective citizenship skills to Roma students.