Studies conducted on entrepreneurship in science education: Thematic review of research

İsa Deveci; Salih Çepni

doi:10.36681/

Authors

İsa Deveci Kahramanmaras Sutcu Imam University, Kahramanmaras-TURKEY
Salih Çepni Uludag University, Bursa-TURKEY

DOI:

https://doi.org/10.36681/

Keywords:

Entrepreneurship, science education, thematic review

Abstract

In recent years in many educational curriculums, entrepreneurship has attracted much attention as a concept, from primary education to higher education. In this sense, attention is given to the concept of entrepreneurship that is included in both national and international science education curriculums. In this research, the aim was to investigate studies conducted on entrepreneurship in science education in terms of their general characteristics (publication year, number of authors, publication type) and characteristics of their content (purpose, method, data collection tool, sample type, conclusion and suggestions). As a result of the research, it is noteworthy that studies have been published in recent years in general. On the other hand, it was identified that there are studies much more published as literature review, document analysis, theoretical. In some research, it was seen that the teaching model, curriculum and modules are developed and integrated within science education to promote entrepreneurship. In addition, it is observed that in most of the studies have been reached positive results about the concept of entrepreneurship should be integrated with science education. Depending on the results, it should be said that teaching curriculums can be designed and implemented that are likely to improve students' entrepreneurial skills in science courses.

Downloads

Download data is not yet available.

References

*Abdu, B. (2011). Chemistry education and entrepreneurial development in Nigeria: Issues and challenges. Coconut volume, 4(1), 107-114.

*Achor, E.E., & Wilfred-Bonse, K. U. (2013). The need to integrate entrepreneurship education into science education teachers’ curriculum in Nigeria. Journal of Science and Vocational Education, 7, 111-123.

*Adeyemo, S.A. (2009). Understanding and acquisition of entrepreneurial skills: A pedagogical re-orientation for classroom teacher in science education. Journal of Turkish Science Education, 6(3), 57-65.

*Agommuoh, P.C., & Akanwa, U.N. (2014). Senior secondary school physics teachers assessment of enterpreneurial skills needed for global competitiveness. IOSR Journal of Research & Method in Education, 4(1), 25-29.

*Armstrong, P., & Tomes, A. (2000). Entrepreneurship in science: Case studies from liquid crystal application. Prometheus, 18(2), 133-147.

Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education (8th edition). Belmont: Wadsworth Cengage Learning.

Audiovisual and Culture Executive Agency, (2012). Entrepreneurship education at school in europe, national strategies, curricula and learning outcomes. by the Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice and Policy Support). ISBN 978-92-9201-252-6. doi:10.2797/80384

*Bacanak, A. (2013). Teachers' views about science and technology lesson effects on the development of students' entrepreneurship skills. Educational Sciences: Theory and Practice, 13(1), 622-629.

*Bolaji, O.A. (2012). Intergrating enterpreneurship education into science education: Science teachers perspectives. Journal of Science, Technology, Mathematics and Education (JOSTMED), 8(3), 181-187.

*Buang, N.A., & Halim, L. (2007). Development of entrepreneurial science thinking model for malaysian science and technology education. Seminar Pendidikan Kejuruteraan dan Alam Bina (Seminar on Engineering and Natural Development Education), Malaysia.

*Buang, N. A., Halim, L., & Meerah, T. S. M. (2009). Understanding the thinking of scientists entrepreneurs: Implications for science education in Malaysia. Journal of Turkish Science Education, 6(2), 3-11.

Calik, M., & Sözbilir, M. (2014). Parameters of content analysis. Egitim ve Bilim, 39(174), 33-38.

*Chigozie, S.N.N. (2014). Assessment of productive skill competency levels based on gender among senior secondary school chemistry students for entrepreneurship. Thesis of Doctorate Degree, Faculty of Education, Mnamdi Azikiwe University, Awka.

Çalık, M., Ayas, A., & Ebenezer, J.V. (2005). A review of solution chemistry studies: Insights into students’ conceptions. J Sci Educ Technol, 14(1), 29–50.

*Çelik, E. (2010). The effect of problem based learning approach in science education on students’ academic achievement, attitude, academic risk taking level and retention of knowledge. Unpublished master's thesis, Gazi University, Ankara.

*Çelik, H., Bacanak, A., & Çakır, E. (2015). Development of Science Laboratory Entrepreneurship Scale. Journal of Turkish Science Education, 12(3), 65-78.

*Çelik, H., Gürpınar, C., Başer, N., & Erdoğan, S. (2015). Öğrencilerin yaratıcı düşünme ve girişimcilik becerilerine yönelik fen bilgisi öğretmenlerinin görüşleri. Uluslararası Eğitim Bilimleri Dergisi, 2(4), 277-307. *Çetin, B. (2015). The examınatıon of entrepreneurıal skılls on students accordıng to learnıng styles. Unpublished master's thesis, Kırıkkale University, Kırıkkale.

*Çınar, D. (2007). The effects of the problem based learnıng approach on the hıgher level thınkıng skılls and levels of academıc rısk takıng ın prımary scıence educatıon. Unpublished master's thesis, Selçuk University, Konya.

*Deveci, I. (2016b). Perceptions and competence of Turkish pre-service science teachers with regard to entrepreneurship. Australian Journal of Teacher Education, 41(5), 153-170.

*Deveci, İ. (2016a). Science-based entrepreneur project development process for pre-service science teachers. Research in Teacher Education, 6(1), 30-35

*Deveci, İ., & Çepni, S. (2014). Fen bilimleri öğretmen eğitiminde girişimcilik. Journal of Turkish Science Education, 11(2), 161-188.

*Deveci, İ., & Çepni, S. (2015a). Öğretmen adaylarına yönelik girişimcilik ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. International Journal of Human Sciences, 12(2), 92-112.

*Deveci, İ., & Çepni, S. (2015b). Examining science teacher candidates’ entrepreneurial characteristics according to some variables. International Online Journal of Educational Sciences, 7(3), 135 – 149.

*Deveci, İ., & Seikkula-Leino, J. (2016). Finnish science teacher educators’ opinions about the ımplementation process related to entrepreneurship education. Electronic Journal of Science Education, 20(4). 1-20.

*Deveci, İ., Zengin, M.N., & Çepni, S. (2015). Fen tabanlı girişimcilik eğitimi modüllerinin geliştirilmesi ve değerlendirilmesi. Journal of Educational Sciences & Practices, 14(27), 59-80.

*Ejilibe, O. C. (2012). Entrepreneurship in biology education as a means for employment. Knowledge Review, 26(3), 96-100.

*Eraslan, L. (2011). Entrepreneurship teaching at primary education curriculum (sample of life science lesson). The Journal of The Industrial Arts Education Faculty of Gazi University, 27, 82-94.

European Commission, (2011). Entrepreneurship education: enabling teachers as a critical success factor. A report on teacher education and training to prepare teachers for the challenge of entrepreneurship education. Final Report, Entrepreneurship Unit, Bruxelles.

European Commission, (2013). Entrepreneurship education: a guide for educators. June 2013. European Union, Bruxelles: Entrepreneurship and Social Economy Unit.

European Commission, (2014). Entrepreneurship Education: A Guide for Educators. Entrepreneurship 2020 Unit Directorate-General for Enterprise and Industry, 1049, Brussels. doi:10.2769/51003

European Commission, (2015). Science educatıon for Responsible Citizenship. Report to the European Commıssıon of the expert group on scıence education. Luxembourg: Publications Office of the European Union.

European Commission (2016). Entrepreneurship Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.

*Ezeudu, F.O., Ofoegbu, T.O., & Anyaegbunnam, N.J. (2013). Restructuring STM (Science, Technology, and Mathematics) Education for entrepreneurship. US-China Education Review A, 3(1), 27-32.

Fraenkel, J. R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th Edition) New York: McGraw Hil,

Gartner, W.B. (1988). Who Is an Entrepreneur? Is the wrong question. Entrepreneurship Theory and Practice, 13(4), 47-68.

*Güven, S. (2009). New primary education course programmes and entrepreneurship Procedia-Social and Behavioral Sciences, 1(1), 265-270.

*Güven, S. (2010). Hayat bilgisi dersi öğretim programlarının girişimcilik özellikleri açısından incelenmesi. NWSA: Education Sciences, 5(1), 49-57.

*Hilario, J.S. (2015). Integrating an Entrepreneurial Motivated Approach (EMA) in teaching and learning of general chemistry. International Journal of Innovative and Applied Research, 3(5), 34-42.

*Hsiao, A. (2010, June). Nanomaterials in Newfoundland: Designing a lab kit for grades 9-12 to bridge the gap between science and engineering. Proceedings of the 1st CEEA Conference: Queen's University Kingston, Ontario.

*Kleppe, J.A. (2002). Teaching invention, innovation, and entrepreneurship to Northern Nevada high school science and math teachers. IEEE Antennas and Propagation Magazine, 44(5), 115-119.

Knight, F.H. (1921). Risk, uncertainty and profit. Boston: Houghton and Miffling.

*Koehler, J.L. (2013). Entrepreneurial teaching in creating third spaces for experiential learning: A case study of two science teachers in low-income settings. For The Degree of Doctor of Philosophy in Curriculum and Instruction, University of Illinois, Urbana, Illinois.

Kurnaz, M.A., & Çalık, M. (2009). A thematic review of ‘energy’ teaching studies: focuses, needs, methods, general knowledge claims and implications. Energy Educ Sci Technol Part B Soc Educ Stud, 1(1), 1–26.

Ministry of Education, (2013). Primary schools (primary and secondary schools), science course (3, 4, 5, 6, 7 and 8. grades), Curriculum, Ankara: Head council of education and morality.

Ministry of Education, (2017). Primary schools (primary and secondary schools), science course (3, 4, 5, 6, 7 and 8. grades), Curriculum, Ankara: Head council of education and morality.

*Nwakaego, O.N., & Kabiru, A.M. (2015). The need to incorporate entrepreneurship education into chemistry curriculum for colleges of education in Nigeria. Journal Of Educatıonal Policy And Entrepreneurial Research, 2(5), 84-90.

*Nwoye, A.N. (2012). Assessment of resources and the level of entrepreneurial skills acquired by secondary school physics students in anambra state. A Thesis Presented To The Department of Science Education, Nnamdi Azikiwe University, Awka.

*Habila-Nuhu-Clark, M.D., & Pahalson, C.A.D. (2014). Entrepreneurship education for science teachers as a means of achieving national transformation. International Journal of engineering Research and Applications, 1(4), 153-156.

*Pan, V.L., & Akay, C. (2015). Eğitim fakültesi öğrencilerinin girişimcilik düzeylerinin çeşitli değişkenler açısından incelenmesi. NWSA- Education Sciences, 9(6), 125-138.

Peter, A., & Anne, T. (2000). Entrepreneurship in science: Case studies from liquid crystal applications. Prometheus, 18(2), 133-148.

Schumpeter, J. (1934). Theory of economic development: An inquiry into profits, capital, credit, ınterest and the business cycle. Cambridge: Havard University Press.

Seikkula-Leino, J. (2008). Advancing entrepreneurship education in the Finnish basic education – the prospect of developing local curricula, in Fayolle, A. and Kyro, P. (Eds), The Dynamics between Entrepreneurship, Environment and Education, pp. 168-90. Cheltenham: Edward Elgar Publishing.

Seikkula-Leino, J., Ruskovaara, E., Hannula, H., & Saarivirta, T. (2012). Facing the changing demands of Europe: Integrating entrepreneurship education in Finnish teacher training curricula. European Educational Research Journal, 11(3), 382-399.

Solomon, G. (2007). An examination of entrepreneurship education in the United States. Journal of Small Business and Enterprise Development, 14(2), 168-182.

*Ugwu, A.I., Laah, E., & Olotu, A. (2013, September). Entrepreneurship; performance indicator for innovative/skill acquisition: Imperative to science and technology education (STE). World Conference on Science and Technology Education, Sarawak, Borneo, Malaysia.

Unal, S., Çalik, M., Ayas, A., & Coll, R.K. (2006). A review of chemical bonding studies: needs, aims, methods of exploring students’ conceptions, general knowledge claims and students’ alternative conceptions. Res Sci Technol Educ, 24(2), 141–172

*Yıldız, Z. (2012). The effect of project based learning approach to high school students' level of creative thinking, problem solving, taking academic risk. Unpublished master’s thesis, Gazi University, Ankara.

*Young, R.D. (1991). Risk-taking in learning, K-3. nea early childhood education series. National Education Association Professional Library, Washington :National Education Association.

Yücel-Toy, B. (2015). Türkiye’deki hizmet öncesi öğretmen eğitimi araştırmalarının tematik analizi ve öğretmen eğitimi politikalarının yansımaları. Eğitim ve Bilim, 40(178), 23-60