The Effect of Activity-Based Science Teaching on Students' Entrepreneurial Skills

Fatma Şaşmaz Ören; Kübranur Sarı; Ayşegül Karapınar; Fatih Gürcan

Makale detayları

The Effect of Activity-Based Science Teaching on Students' Entrepreneurial Skills

Yazarlar:

Fatma Şaşmaz Ören | Kübranur Sarı | Ayşegül Karapınar | Fatih Gürcan

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 1, pp.44-68

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344319

pISSN:

2148-7758

Anahtar kelimeler:

Özet:

 The aim of the study is to determine the effect of activity-based science teaching on students entrepreneurship skills. The study was conducted with 7th grade students in a secondary school located in the central Yunusemre district of Manisa province. This experimental study, which includes activities aimed at developing 21st century skills in the unit Interaction of Light with Matter within the scope of science course, was carried out with the participation of a total of 71 students from the experimental and control groups. The study employed a mixed methodology, combining quantitative and qualitative research approaches. One of the experimental models used in the studys quantitative component was a quasi-experimental design with a pre-posttest control group. While the science-based entrepreneurship scale was used as the quantitative data collection tool, science diaries, opinion forms and semi-structured interviews were used in the qualitative part of the study. According to the quantitative findings, it was found that there was no statistically significant difference between the scores of the students in the experimental group, where the lessons were taught using activities aimed at developing 21st century skills, and the students in the control group, where the current science curriculum was applied, in the scale to evaluate entrepreneurship skills. However, the findings of the qualitative analysis revealed that there were significant improvements in the experimental group students in terms of entrepreneurship skills. While discussing the strengths and limitations of the data collection methods in question in the literature, recommendations were made regarding the similarities and differences between the results obtained from the quantitative measurement tool in the context of entrepreneurial skills and the results revealed by the documents used as qualitative data collection tools.

 The aim of the study is to determine the effect of activity-based science teaching on students entrepreneurship skills. The study was conducted with 7th grade students in a secondary school located in the central Yunusemre district of Manisa province. This experimental study, which includes activities aimed at developing 21st century skills in the unit Interaction of Light with Matter within the scope of science course, was carried out with the participation of a total of 71 students from the experimental and control groups. The study employed a mixed methodology, combining quantitative and qualitative research approaches. One of the experimental models used in the studys quantitative component was a quasi-experimental design with a pre-posttest control group. While the science-based entrepreneurship scale was used as the quantitative data collection tool, science diaries, opinion forms and semi-structured interviews were used in the qualitative part of the study. According to the quantitative findings, it was found that there was no statistically significant difference between the scores of the students in the experimental group, where the lessons were taught using activities aimed at developing 21st century skills, and the students in the control group, where the current science curriculum was applied, in the scale to evaluate entrepreneurship skills. However, the findings of the qualitative analysis revealed that there were significant improvements in the experimental group students in terms of entrepreneurship skills. While discussing the strengths and limitations of the data collection methods in question in the literature, recommendations were made regarding the similarities and differences between the results obtained from the quantitative measurement tool in the context of entrepreneurial skills and the results revealed by the documents used as qualitative data collection tools.

 The aim of the study is to determine the effect of activity-based science teaching on students entrepreneurship skills. The study was conducted with 7th grade students in a secondary school located in the central Yunusemre district of Manisa province. This experimental study, which includes activities aimed at developing 21st century skills in the unit Interaction of Light with Matter within the scope of science course, was carried out with the participation of a total of 71 students from the experimental and control groups. The study employed a mixed methodology, combining quantitative and qualitative research approaches. One of the experimental models used in the studys quantitative component was a quasi-experimental design with a pre-posttest control group. While the science-based entrepreneurship scale was used as the quantitative data collection tool, science diaries, opinion forms and semi-structured interviews were used in the qualitative part of the study. According to the quantitative findings, it was found that there was no statistically significant difference between the scores of the students in the experimental group, where the lessons were taught using activities aimed at developing 21st century skills, and the students in the control group, where the current science curriculum was applied, in the scale to evaluate entrepreneurship skills. However, the findings of the qualitative analysis revealed that there were significant improvements in the experimental group students in terms of entrepreneurship skills. While discussing the strengths and limitations of the data collection methods in question in the literature, recommendations were made regarding the similarities and differences between the results obtained from the quantitative measurement tool in the context of entrepreneurial skills and the results revealed by the documents used as qualitative data collection tools.

 Çalışmanın amacı, 21. yüzyıl becerilerini geliştirmeye yönelik oluşturulan etkinlik temelli fen öğretiminin öğrencilerin girişimcilik becerilerine etkisini belirlemektir. Çalışma Manisa ili Merkez Yunusemre ilçesinde bulunan bir ortaokulda, 7. sınıf öğrencileri ile gerçekleştirilmiştir. Fen bilimleri dersi kapsamında Işığın Madde ile Etkileşimi ünitesinde 21. yüzyıl becerilerini geliştirmeye yönelik etkinlikleri içeren bu deneysel çalışma, deney ve kontrol grubundan toplam 71 öğrencinin katılımıyla sürdürülmüştür. Çalışmada nicel ve nitel araştırma yöntem ve tekniklerini bir arada içeren karma yöntem kullanılmıştır. Çalışmanın nicel boyutunda, deneme modellerinden ön-son test kontrol gruplu yarı deneysel desen uygulanmıştır. Nicel veri toplama aracı olarak fen tabanlı girişimcilik ölçeği kullanılırken çalışmanın nitel kısmında fen günlükleri, görüş formu ve yarı-yapılandırılmış mülakatlardan yararlanılmıştır. Çalışmadan elde edilen nicel bulgulara göre, 21. yüzyıl becerilerini geliştirmeye yönelik etkinlikler kullanılarak derslerin işlendiği deney grubu öğrencileriyle, mevcut fen bilimleri öğretim programının uygulandığı kontrol grubu öğrencilerinin girişimcilik becerilerini değerlendirmeye yönelik ölçekten aldıkları puanlar arasında istatistiksel olarak anlamlı bir farklılık bulunmadığı tespit edilmiştir. Ancak nitel bulguların analizine göre girişimcilik becerisi bakımından deney grubu öğrencilerinde önemli gelişimler olduğu belirlenmiştir. Çalışmada girişimcilik becerileri bağlamında nicel ölçme aracından elde edilen sonuçlar ile nitel veri toplama aracı olarak kullanılan dokümanların ortaya koyduğu sonuçların benzerlik ve farklılıkları, alan yazındaki söz konusu veri toplama yöntemlerinin güçlü yanları ve sınırlılıkları bağlamında tartışılmış ve önerilerde bulunulmuştur.

Makale detayları

The Effect of Activity-Based Science Teaching on Students' Entrepreneurial Skills

Yazarlar:

Fatma Şaşmaz Ören | Kübranur Sarı | Ayşegül Karapınar | Fatih Gürcan

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 1, pp.44-68

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344319

pISSN:

2148-7758

21st century skills

activity

science-based entrepreneurship skills

interaction of light with matter.21. yüzyıl becerileri

etkinlik

fen tabanlı girişimcilik becerisi

ışığın madde ile etkileşimi.

Sayı

Makale detayları

Yazarlar: Fatma Şaşmaz Ören | Kübranur Sarı | Ayşegül Karapınar | Fatih Gürcan

Yayıncı: Erzincan Binali Yildirim University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 1, pp.44-68

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001344319

pISSN: 2148-7758

Sayı

Yazarlar:

Fatma Şaşmaz Ören | Kübranur Sarı | Ayşegül Karapınar | Fatih Gürcan

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 1, pp.44-68

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344319

pISSN:

2148-7758