The effects of authentic learning on academic achievement and social studies oriented academic risk taking level in social studies education

In this research, the effects of authentic learning on academic success and social studies-oriented academic risk taking were examined experimentally in social studies education. The research' study group is formed by 39 total groups in which there are 18 experiment groups and 21 control groups of 5th grade students in Ardahan. Moreover, the quantitative data is collected with "Academic achievement test about people, places and environment in 5th grade learning field" and "Academic Risk Taking Scale based on social studies prepared by Gezer, İlhan and Şahin".The obtained quantitative data has been analysed in IBM SPSS Statistics 20 data analysis program. The results of the research show that authentic learning practices differ statistically to the benefit of the experimental group in the academic achievements levels of students.This finding shows that authentic learning will be effective in improving academic success in social studies education. It appears that there is a meaningful difference in Academic Risk Taking Scale based on social studies in favour of the experiment group.In this context, it is understood that authentic learning has a positive impact on the academic risk-taking level. It also appears that based on findings from student diary, students consider the social studies course taught by authentic learning activities as a fun, engaging, exciting, sensational, active and fluid process. Based on the data obtained as a result of the research, teachers are recommended to use authentic learning practices, which are thought to have a positive effect on academic achievement, academic risk taking and students' views about the course in social studies lesson.