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Orienteering is an increasingly popular sport activity. Because orienteering is believed to improve cognitive, affective, and behavioural skills, it is used in many classes such as social studies, geography, and physical education. It is, thus, of critical importance to know attitudes towards orienteering, especially among middle school students to use orienteering more effectively and efficiently. This study aimed to develop a reliable and valid scale to measure middle school students' attitudes towards orienteering. To this end, the study sampled 600 students who were attending fifth, sixth, seventh, and eighth grades during the fall term of the 2019-2020 academic year. Expert opinion was sought for the content and face validity of the scale. The results of the exploratory factor analysis (EFA) conducted for the construct validity indicated a three-factor structure consisting of sixteen items, which accounted for 65.06% of the total variance. The factor loadings of the scale items ranged from 0.61 and 0.94. According to the results of the confirmatory factor analysis (CFA), the goodness of fit indices (GFI) were as follows: X[superscript 2]/df = 2.37, RMSEA = 0.07, GFI = 0.91, AGFI = 0.88, SRMR = 0.05, RFI = 0.95, CFI =0.97, IFI = 0.97, NFI = 0.96, and NNFI = 0.97. The reliability of the scale was tested using the Cronbach's alpha coefficient, the test-retest reliability coefficient, the significance of the correlation coefficients for the scale and subscales, and the upper and lower 27%. The Cronbach's alpha coefficient was found to be 0.92 for the total scale, 0.89 for the affective subscale, 0.89 for the behavioural subscale, and 0.72 for the cognitive subscale. Based on the findings, the Orienteering Attitudes Scale is a valid and reliable measure and can be used to measure middle school students' attitudes towards orienteering.

This research aimed to examine the effect of authentic learning activities on achievement in social studies and attitudes towards Geographic Information System (GIS). To this end, it used an explanatory mixed method design where both quantitative and qualitative data were collected. The quantitative data were collected using an academic achievement test and the Geographic Information Systems (GIS) Attitude Scale developed by Baloglu Ugurlu and the qualitative data were collected using a semi-structured interview form. The research was carried out in two fifth-grade sections in a middle school in Kirsehir located in central Turkey during the fall semester of the 2019-2020 academic year. The study group consisted of 60 students, the half of whom were in the control group and the other half were in the experimental group. The experimental group was taught using authentic learning activities, while the control group was taught using textbook activities prepared in accordance with the social studies curriculum. According to the results of the analysis of the quantitative data, there was a significant difference in the test scores in favor of the experimental group and there was a significant positive difference between the experimental group's mean pretest and posttest scores in the GIS Attitude Scale. The results of the analysis of the qualitative data showed that the students did not get bored with the social studies course, they were more active during the classes and attended the course thanks to the activities they did in the classroom, and they could see the landforms they had not had the chance to see before and learned better thanks to the GIS software. The research explores, for the first time, the effect of authentic learning on GIS attitude.