Research Article
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Year 2021, Volume: 8 Issue: 1, 309 - 321, 01.01.2021
https://doi.org/10.17275/per.21.18.8.1

Abstract

References

  • Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38(1), 67-90.
  • Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom. Printer & Martin Limited.
  • Aronson, E., & Patnoe, S. (2011). Cooperation in the classroom: The jigsaw method. Printer & Martin Limited.
  • Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
  • Blalock, H. M. (2017). Measurement in the social sciences. Routledge.
  • Büyüköztürk, Ş., (2008). Scientific Research Methods. Ankara: Pegem Akademi.
  • Cheung, C. K. (2008). Entrepreneurship education in Hong Kong's secondary curriculum: Possibilities and limitations. Education+ Training, 50(6), 500-515.
  • Christensen, L. B. (2004). Experimental methodology. Allyn & Bacon.
  • Çiftçi, A. (2016). Investigation of fifth, sixth and seventh grade students' argumentation quality in science lessons. Unpublished Master Thesis, Alpaslan University, Muş.
  • Coolican, H. (2017). Research methods and statistics in psychology. Psychology Press.
  • Cronqvist, A., & Nyström, M. (2007). A theoretical argumentation on the consequences of moral stress. Journal of Nursing Management, 15(4), 458-465.
  • Deveci, İ. (2018). Investigation of Science-Based Entrepreneurial Tendencies of Middle School Students. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 1(1), 19-47.
  • Drucker, P. (2014). Innovation and entrepreneurship. Routledge.
  • Eckhardt, J. T., & Shane, S. A. (2003). Opportunities and entrepreneurship. Journal of management, 29(3), 333-349.
  • Evren, A., & Kaptan, F. (2014). Importance Of Socioscientific Issue Based Teaching In Science Education. EAB 2012 VI. Uluslararası Eğitim Araştırmaları, 389-402.
  • Fredua-Kwarteng, E. (2005). Enhancing Secondary Education in Ghana: The Case of Entrepreneurship. Online Submission.
  • Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of endocrinology and metabolism, 10(2), 486.
  • Greve, A., & Salaff, J. W. (2003). Social networks and entrepreneurship. Entrepreneurship theory and practice, 28(1), 1-22.
  • Hughes, G. (2000). Marginalization of socioscientific material in science-technology-society science curricula: Some implications for gender inclusivity and curriculum reform. Journal of Research in Science Teaching, 37, 426–440.
  • Johansen, V., & Schanke, T. (2013). Entrepreneurship education in secondary education and training. Scandinavian Journal of Educational Research, 57(4), 357-368.
  • Kaya, S.; Erduran, S. & Birdthisle, N. (2015). Using entrepreneurship to teach argumentation to Science students at second level. European Science Education Research Association Conference 2015.
  • Koybasi, F., & Donmez, B. (2017). The analysis of school principals’ perception of entrepreneurship, self-efficacy and organizational commitment. Educational Administration: Theory and Practice, 23(2), 249-280.
  • Laius, A., & Rannikmäe, M. (2011). Impact On Student Change In Scientific Creativity And Socio-Scientific Reasoning Skills From Teacher Collaboration And Gains From Professional In-Service. Journal of Baltic Science Education, 10(2).
  • Malecki, E. J. (2018). Entrepreneurship and entrepreneurial ecosystems. Geography Compass, 12(3), 1259.
  • Ministry of Education, (2013). Middle School Science Education Course Program (3rd, 4th, 5th, 6th 7th and 8th grades). Ankara: Government Books Publication Department.
  • Ministry of Education, (2018). Middle School Science Education Course Program. Ankara: Government Books Publication Department.
  • Mungule, C. M., & Van Vuuren, J. J. (2016). Validating a measurement scale for entrepreneurial actions for sustainable corporate entrepreneurship using confirmatory factor analysis. Acta Commercii, 16(1), 1-15.
  • Özcan, E. (2019). The Effects Of Socio-Scientific Argumentation Method on Students' Levels of Relating Knowledge With Daily Life, Enterpreneurship and Attitudes Towards Sustainable Science. Unpublished PhD Thesis, Dokuz Eylül University, İzmir.
  • Patronis T., Potari D. & Spiliotopoulou V., (1999). Students' argumentation in decision-making on a socio-scientific issue: implications for teaching. International Journal of Science Education, 21(7), 745– 75.
  • Razali, N. M., & Wah, Y. B. (2011). Power comparisons of shapiro-wilk, kolmogorov-smirnov, lilliefors and anderson-darling tests. Journal of statistical modeling and analytics, 2(1), 21-33.
  • Rose, R. (1991). A jigsaw approach to group work. British Journal of Special Education, 18(2), 54-58.
  • Sadler, T. D. (2011). Socio-scientific Issues in the Classroom. Springer, Dordrecht.
  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Sadler, T. D. & Zeidler, D. (2005). Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. Journal of Research in Science Teaching 42(1), 112-138.
  • Simonneaux L., (2008). Argumentation in Socio-Scientific Contexts. Edit (Erduran S, Jimenez- Aleixandre, M.P., Argumentation in Science Education. Springer.
  • Sönmez, V. (2005). Bilimsel Araştırmalarda Yapılan Yanlışlıklar. Eurasian Journal of Educational Research (EJER), (18).
  • Steenekamp, A. G., Van der Merwe, S. P., & Athayde, R. (2011). An investigation into youth entrepreneurship in selected South African secondary schools: An exploratory study. Southern African Business Review, 15(3), 46-75.
  • Timmons, J. A., Spinelli, S., & Tan, Y. (2004). New venture creation: Entrepreneurship for the 21st century (Vol. 6). New York: McGraw-Hill/Irwin.
  • Toulmin, S. E. (1958). The uses of argument. Cambridge. Cambridge University Press.
  • Tsakiridou, H., & Stergiou, K. (2012). Entrepreneurship Education in Primary Education Departments. The case of the University of Western Macedonia in Greece. Proceedings in ARSA-Advanced Research in Scientific Areas, (1).
  • Wickham, P. A. (2006). Strategic entrepreneurship. Pearson Education.

The Effect of Socio-Scientific Argumentation Method on Students' Entrepreneurship Perceptions

Year 2021, Volume: 8 Issue: 1, 309 - 321, 01.01.2021
https://doi.org/10.17275/per.21.18.8.1

Abstract

Aim of this research is to examine the effect of the use of the socio-scientific argumentation method on students’ entrepreneurial perceptions in the middle school science course. In the study, quasi-experimental design with pretest-posttest control group, as one of the quantitative research, was used. Experiment and control groups were formed from students who were studying in four classes in a determined middle school in the 2017-2018 academic year. In this study, lessons were taught with the socio-scientific argumentation method in the experiment group while Turkish Science Education Program activities and application continued to be used in the control group. The Entrepreneurship Perception in Science Education Scale was used as the data collection tool in the study. The scale was developed in order to determine secondary school students’ entrepreneurship perceptions. The scale consists of 5 factors and 28 items. Findings of research indicated a significant score difference in favor of the experiment group. In addition, findings of sub-factor scores also indicated significant score differences in favor of the experiment group According to the results of the study, socio-scientific argumentation method positively affected the students’ entrepreneurship perception. Furthermore, results show that socio-scientific argumentation method positively affected the students’ self-esteem, innovation perception and creativity, leadership and tendency to stand out, social skills and group work, and risk taking tendency. Socio-scientific argumentation method might also have influenced the entrepreneurship characteristics which is a learning outcome for students according to the 2013 and 2018 Turkish Science Education Program.

References

  • Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38(1), 67-90.
  • Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom. Printer & Martin Limited.
  • Aronson, E., & Patnoe, S. (2011). Cooperation in the classroom: The jigsaw method. Printer & Martin Limited.
  • Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
  • Blalock, H. M. (2017). Measurement in the social sciences. Routledge.
  • Büyüköztürk, Ş., (2008). Scientific Research Methods. Ankara: Pegem Akademi.
  • Cheung, C. K. (2008). Entrepreneurship education in Hong Kong's secondary curriculum: Possibilities and limitations. Education+ Training, 50(6), 500-515.
  • Christensen, L. B. (2004). Experimental methodology. Allyn & Bacon.
  • Çiftçi, A. (2016). Investigation of fifth, sixth and seventh grade students' argumentation quality in science lessons. Unpublished Master Thesis, Alpaslan University, Muş.
  • Coolican, H. (2017). Research methods and statistics in psychology. Psychology Press.
  • Cronqvist, A., & Nyström, M. (2007). A theoretical argumentation on the consequences of moral stress. Journal of Nursing Management, 15(4), 458-465.
  • Deveci, İ. (2018). Investigation of Science-Based Entrepreneurial Tendencies of Middle School Students. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 1(1), 19-47.
  • Drucker, P. (2014). Innovation and entrepreneurship. Routledge.
  • Eckhardt, J. T., & Shane, S. A. (2003). Opportunities and entrepreneurship. Journal of management, 29(3), 333-349.
  • Evren, A., & Kaptan, F. (2014). Importance Of Socioscientific Issue Based Teaching In Science Education. EAB 2012 VI. Uluslararası Eğitim Araştırmaları, 389-402.
  • Fredua-Kwarteng, E. (2005). Enhancing Secondary Education in Ghana: The Case of Entrepreneurship. Online Submission.
  • Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of endocrinology and metabolism, 10(2), 486.
  • Greve, A., & Salaff, J. W. (2003). Social networks and entrepreneurship. Entrepreneurship theory and practice, 28(1), 1-22.
  • Hughes, G. (2000). Marginalization of socioscientific material in science-technology-society science curricula: Some implications for gender inclusivity and curriculum reform. Journal of Research in Science Teaching, 37, 426–440.
  • Johansen, V., & Schanke, T. (2013). Entrepreneurship education in secondary education and training. Scandinavian Journal of Educational Research, 57(4), 357-368.
  • Kaya, S.; Erduran, S. & Birdthisle, N. (2015). Using entrepreneurship to teach argumentation to Science students at second level. European Science Education Research Association Conference 2015.
  • Koybasi, F., & Donmez, B. (2017). The analysis of school principals’ perception of entrepreneurship, self-efficacy and organizational commitment. Educational Administration: Theory and Practice, 23(2), 249-280.
  • Laius, A., & Rannikmäe, M. (2011). Impact On Student Change In Scientific Creativity And Socio-Scientific Reasoning Skills From Teacher Collaboration And Gains From Professional In-Service. Journal of Baltic Science Education, 10(2).
  • Malecki, E. J. (2018). Entrepreneurship and entrepreneurial ecosystems. Geography Compass, 12(3), 1259.
  • Ministry of Education, (2013). Middle School Science Education Course Program (3rd, 4th, 5th, 6th 7th and 8th grades). Ankara: Government Books Publication Department.
  • Ministry of Education, (2018). Middle School Science Education Course Program. Ankara: Government Books Publication Department.
  • Mungule, C. M., & Van Vuuren, J. J. (2016). Validating a measurement scale for entrepreneurial actions for sustainable corporate entrepreneurship using confirmatory factor analysis. Acta Commercii, 16(1), 1-15.
  • Özcan, E. (2019). The Effects Of Socio-Scientific Argumentation Method on Students' Levels of Relating Knowledge With Daily Life, Enterpreneurship and Attitudes Towards Sustainable Science. Unpublished PhD Thesis, Dokuz Eylül University, İzmir.
  • Patronis T., Potari D. & Spiliotopoulou V., (1999). Students' argumentation in decision-making on a socio-scientific issue: implications for teaching. International Journal of Science Education, 21(7), 745– 75.
  • Razali, N. M., & Wah, Y. B. (2011). Power comparisons of shapiro-wilk, kolmogorov-smirnov, lilliefors and anderson-darling tests. Journal of statistical modeling and analytics, 2(1), 21-33.
  • Rose, R. (1991). A jigsaw approach to group work. British Journal of Special Education, 18(2), 54-58.
  • Sadler, T. D. (2011). Socio-scientific Issues in the Classroom. Springer, Dordrecht.
  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Sadler, T. D. & Zeidler, D. (2005). Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. Journal of Research in Science Teaching 42(1), 112-138.
  • Simonneaux L., (2008). Argumentation in Socio-Scientific Contexts. Edit (Erduran S, Jimenez- Aleixandre, M.P., Argumentation in Science Education. Springer.
  • Sönmez, V. (2005). Bilimsel Araştırmalarda Yapılan Yanlışlıklar. Eurasian Journal of Educational Research (EJER), (18).
  • Steenekamp, A. G., Van der Merwe, S. P., & Athayde, R. (2011). An investigation into youth entrepreneurship in selected South African secondary schools: An exploratory study. Southern African Business Review, 15(3), 46-75.
  • Timmons, J. A., Spinelli, S., & Tan, Y. (2004). New venture creation: Entrepreneurship for the 21st century (Vol. 6). New York: McGraw-Hill/Irwin.
  • Toulmin, S. E. (1958). The uses of argument. Cambridge. Cambridge University Press.
  • Tsakiridou, H., & Stergiou, K. (2012). Entrepreneurship Education in Primary Education Departments. The case of the University of Western Macedonia in Greece. Proceedings in ARSA-Advanced Research in Scientific Areas, (1).
  • Wickham, P. A. (2006). Strategic entrepreneurship. Pearson Education.
There are 41 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Erkan Özcan 0000-0002-8579-6233

Ali Günay Balım 0000-0003-2010-1696

Publication Date January 1, 2021
Acceptance Date October 2, 2020
Published in Issue Year 2021 Volume: 8 Issue: 1

Cite

APA Özcan, E., & Balım, A. G. (2021). The Effect of Socio-Scientific Argumentation Method on Students’ Entrepreneurship Perceptions. Participatory Educational Research, 8(1), 309-321. https://doi.org/10.17275/per.21.18.8.1