Investigating and assessing the changes in the teacher candidates' cognitive structures about some environmental topics in authentic learning environments

In this thesis, the efficiency of authentic learning approaches and the effects of authentic learning approaches on the teacher candidates? cognitive structures about some environmental topics were investigated. Both the quantitative and qualitative data collection techniques were used in the study. Therefore, this study shows the characteristics of a mixed techniques research method. The quantitative dimension of the research contains a design with pre-test, post-test and control group in the experimental model. In this process, two groups were determined by neutral assignment. The groups consisted of the third year students who studied Special Teaching Methods I course. The lessons in the experimental group were administered creating authentic learning and evaluation environments, while in the control group they were administered using traditional methods. The researcher carried out the lessons in both groups. Word association test and concept network map were used in the research with the aim of differentiating the cognitive structures of experimental group who were applied authentic learning and evaluation approaches and control group who weren?t applied authentic learning and evaluation approaches.The qualitative dimension of the research contains phenomenological approach. The effectiveness, advantages and disadvantages of the authentic learning and evaluation approaches were tried to be determined with the help of phenomenological approach.The study group of the research consists of third year students studying in the Department of Science Education at Tokat Gaziosmanpaşa University Faculty of Education during 2011-2012 academic year. The study group has a total of 62 students, 30 of whom are in the experimental group and 32 of whom are in the control group. In the research, the data were gathered by the scales developed by the researcher in accordance with the quantitative and qualitative research methods. At the beginning of our research, pre-word association test consisting of ten items were applied in order to determine the students? cognitive structures, conceptions and relations between the conceptions concretely. Depending on this, students? concept network map were drawn. Afterwards, fourteen weeks of lessons related to the determined conceptions were planned. At end of the research, students both in control and experimental groups were applied a post word assiciation test and their final concept network map were drawn with the aim of showing the effects of authentic learning activities on the students? cognitive structures concretely. Worksheets, posters, brochures and project samples which were handed out to the students weekly were evaluated with the concept network maps in order to show the efficiency of the process. T-test was used in order to determine whether or not there was a difference between the control and experimental groups by grading the answers given in the word association test. In conclusion, the results about the authentic learning activities below were determined;i)They improve the cognitive structure about the environment, ii) they contribute to meaningful learning, iii) they improve the knowledge and skills about the authentic learning techniques, iv) they improve the knowledge and skills about the authentic evaluation techniques, v) they develope creativity, higher order thinking, research, investigation and questioning skills, and they carry out real life and daily life learnings. Key Words: Authentic learning, environment education, word association test, concept network map.