Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking and working by engaging them in authentic activities that emulate processes of scientific inquiry. However, research has not yet focused on investigating whether students perceive those activities as authentic and whether students’ perceived authenticity is related to further motivational (e.g. situational interest) or cognitive (e.g. achievement) learning outcomes. An authentic learning activity that emulates scientific inquiry processes is Productive Failure (PF). In PF, students are asked to explore solutions to a complex problem before they have to falsify their solutions during instruction. The present study, which aims to replicate the findings of a previous study, investigates whether PF has an impact on students’ perceived authenticity and their situational interest in an OSL for social sciences. We further examined whether students’ perceived authenticity is associated with their situational interest and knowledge acquisition. For this purpose, we conducted a quasi-experimental study with 152 10th graders and compared PF to Direct Instruction (DI). DI can be characterized as less authentic, as it promotes the conceptualization of scientific inquiry being nothing else but an application of instructions. The results mostly replicate the findings of the previous study, showing that the authenticity level of the learning activity did neither affect students’ perceived authenticity nor their situational interest. Furthermore, students’ perceived authenticity correlated with their situational interest but not with their knowledge acquisition. We discuss the results in light of previous research on the effectiveness of authentic learning settings. © 2021, The Author(s).
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