Students’ perceptions of authenticity in an upper secondary technology education innovation project

Abstract

Background: Authenticity in schools has been highlighted as important for improving students’ engagement and learning, and to prepare them for future job markets, especially in science and technology. Purpose: This study investigates students’ perceived authenticity of a developed innovation project when implemented in an upper secondary technology education program. Sample: Three cohorts of students (n = 199) attended a first-year technology course at a Swedish upper secondary school in 2016, 2017 and 2018, respectively. In addition, eleven students from the 2016 cohort were interviewed two years later to obtain their views on how the innovation project in the first-year course influenced their performance in a subsequent advanced technology course taken in 2017–2018. Design and Methods: Groups of students participated in the first phase of an innovation project in the first-year course, a five-week module, cooperatively designing solutions to real-world problems. A Likert scale questionnaire measured the degree of perceived authenticity in line with Herrington, Reeves and Oliver’s (2010) key elements. Focus group interviews were conducted after the second phase–a 20-week follow-up module in the subsequent advanced course–about how authentic they perceived the first and second phases to be. Results: A questionnaire measured the degree of perceived authenticity of the students for the first phase, for each of the three years. Coaching and scaffolding received the highest ratings across all three years, whereas Reflection was perceived as having the lowest authenticity. In a qualitative component of the study students found both phases positive, and five new themes of students’ perception of their experiences were revealed. Conclusions: The similarities in perceived authenticity between the three cohorts suggest consistency in students’ perceptions of authenticity. However, they did not feel that the project gave them the opportunity to reflect on their learning. According to interviews conducted two years later, they perceived their experiences of the innovation project as having induced creativity, commitment, ownership, motivation, and real-world connection, although at times it was also a challenge to think for themselves and to collaborate with others.