Exploring points of contact between enterprise education and open-ended investigations in science education

Elo, Janne; Kurtén, Berit

doi:10.1080/20004508.2019.1633903

Cited by 9 publications

(10 citation statements)

References 42 publications

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“…Science learning integration with entrepreneur activity is formulated in science wastepreneurship learning model. The integration of entrepreneurship education into other subjects is a concern in Western countries (Elo & Kurten, 2020). It aims to connect the usefulness of knowledge gained by students at school when at home.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Recommendation of some studies is that entrepreneurship needs to be a part of science learning (Achor & Wilfred Bonse, 2013;Deveci & Cepni, 2017;Elo & Kurten, 2020;Hilario, 2017;Nwakaego & Kabiru, 2015;). Recommendation given refers to the importance of entrepreneurship value that is taught in an integrated way with various lesson, however, it is still constrained by teachers' ability in using appropriate method, approach, and also strategy.…”

Section: Introductionmentioning

confidence: 99%

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Wastepreneurship: A Model in Improving Students’ Confidence and Creativity

Nizaar¹

2020

EUROPEAN J ED RES

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Skill in processing waste is an essential attitude needed in daily life because environmental pollution issue is one of the important parts that are learned in science subject. It is required students' self-confidence and creativity in processing waste into a useful product. This research aims to improve students' confidence and creativity through science wastepreneurship learning model. This research used experimental posttest-only design with nonequivalent groups design. Total of the samples were 140 students who were divided into experiment group (n = 75) and control group (n = 65). Statistic data analysis was carried out through Twoway ANOVA in significance level of 0.05. This research showed that the self-confidence and creativity of students on posttest finding in experiment group is higher than control group. It can be concluded that science wastepreneurship learning model was effective in improving students' confidence and creativity in processing waste. Therefore, science wastepreneurship learning model is suggested to be more often used by the teachers in Junior High School.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Wastepreneurship: A Model in Improving Students’ Confidence and Creativity

Nizaar¹

2020

EUROPEAN J ED RES

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“…Deveci and Seikkula-Lein (2016) explored the implementation process of entrepreneurship education into science education, they also give the same definition. To help students learn science entrepreneurship, institutions of higher learning usually consist of two course contents that integrate science and entrepreneurship (Elo & Kurtén, 2020). First, researchers such as Lebedeva et al (2015), Charity et al (2017), and Deveci and Çepni (2017a) have found that increasing student creativity and innovation capabilities are critical goals in science entrepreneurship.…”

Section: Introductionmentioning

confidence: 99%

Learning Outcomes for Improving Science Entrepreneurship in Higher Education

Chen

Wan²,

Chen

2021

Sage Open

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This study’s purpose was to investigate the relationships among learning through experience, learning for stress resistance, learning cognition, learning outcomes, the entrepreneurial mindset, and the discrimination of social information. The main research methods adopted in the study were the partial least squares (PLS) and the Sobel test. We adopted PLS to test the relationships between six variables, including mediating and moderating effects. In addition to PLS, this study used the Sobel test to verify the mediating effects. Large samples may cause a mediating effect testing error when PLS is used; however, the Sobel test can resolve this issue. According to our test results, learning through experience and learning for stress resistance can change students’ learning cognition and improve their learning outcomes. In addition, an entrepreneurial mindset has a mediating effect on the relationship between learning through experience, learning for stress resistance, and learning cognition. That is, for the student, having an entrepreneurial mindset strengthens the effect of learning through experience, as well as learning for stress resistance, and improves learning cognition. However, the discrimination of social information has a moderating effect on the relationship between learning cognition and learning outcomes. That is, a lower discrimination capability with respect to social information changes learning cognition and results in poor learning outcomes.

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“…One of the aims to increase the number of entrepreneurial individuals through educations is to contribute to breaking the cycle of poverty and culture to trigger socio-economic renewal (Jones & Iredale, 2014). Today, the programs are implemented starting primary school to secondary, high schools and universities in many countries, which aims to help students comprehend some entrepreneurial features such as questioning, problem solving, analytical thinking, creative thinking, being opportunistic, taking personal responsibility, becoming a leader, taking risks, being innovative and cooperative work (Elo & Kurtén, 2020). Moreover, these programs aim to develop the students' potential to uncover business areas that will create economic value on a global scale especially in their own countries in the future.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, the universities play important role to raise highly qualified entrepreneurs who will create employment and competitiveness Galloway & Brown 2002). Nowadays, the most important one of the universities' institutional education goals is to educate entrepreneurial individuals who solve problems among disciplines, think creatively, are innovative and make an initiative (Elo & Kurtén, 2020;Hoppe, 2016). The individuals who should grasp and use these features today are perhaps science teachers.…”

Section: Introductionmentioning

confidence: 99%

Identifying the prospective science teachers’ understanding towards entrepreneurial skills

Samanci

İnaltekin

Bilgin

2020

CJES

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The aim of this study is to examine the prospective science teachers’ understanding towards entrepreneurial skills. This study, which 146 prospective science teachers of 3rd grade at two state universities in Turkey have participated in, is carried out through the survey method. The data of the research are gathered with “Entrepreneurship Test (ET)”. The acquired data are analyzed by using the content analysis method. It is observed that the relation between entrepreneurship and economy is particularly explained with several characteristics by about one third of prospective teachers, whereas the vast majority of them are unable to establish this relation or give meaningless replies as a result of the research. However, it is found out that the great majority of the prospective teachers are able to explain upon the opportunities of entrepreneurship on the basis of the cultural structure of society. It is seen that very few prospective teachers emphasize on creativity and innovation important in regarding to using entrepreneurial skill. Nevertheless, it is observed that integration of the prospective teachers’ sense of entrepreneurship with technology is inadequate. In addition, it is understood that the vast number of the prospective teachers are incompetent about how they will be able to use the nature and environment when they put their opinions into practice (in the process of business establishment). Moreover, it is revealed that very few candidates are aware of performing the operations such as determining the business idea, making a preliminary assessment of the business idea and questioning the feasibility of the business idea. Furthermore, it is determined that almost all candidates do not have information about the process and content of preparing a business plan. These results show that the prospective science teachers’ understanding towards entrepreneurial skill is quite weak. Keywords: Science, the prospective teacher, the entrepreneurship skill.

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Exploring points of contact between enterprise education and open-ended investigations in science education

Cited by 9 publications

References 42 publications

Wastepreneurship: A Model in Improving Students’ Confidence and Creativity

Wastepreneurship: A Model in Improving Students’ Confidence and Creativity

Learning Outcomes for Improving Science Entrepreneurship in Higher Education

Identifying the prospective science teachers’ understanding towards entrepreneurial skills

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