Abstract
The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of the province of Adiyaman, Turkey, in the academic year of 2017-2018. In order to collect the data, “entrepreneurship skill condition” survey form, which evaluates the entrepreneurial gains from the 1st and 2nd grade Life Sciences course, was used. According to the findings, the entrepreneurship skill level of the students was found 98.81 out of 130, which is “good”. The entrepreneurship skill level of the students showed a significant difference depending on the parent variable, where mothers evaluated their children more favorably compared to fathers. The entrepreneurship skill level of the students did not show a significant difference depending on their gender. Depending on their success in the school and the Life Sciences course, however, there was a significant difference (p<0.05) in their entrepreneurship skill level. A positive correlation was detected between the entrepreneurship skill level and the success in the school and the Life Sciences course. The entrepreneurship skill level of the students also varied significantly (p<0.05) depending on their self-confidence level. High self-confidence and the entrepreneurship skill level were found to be positively correlated.
Highlights
Since the primary school children see facts and events as a whole, it is not appropriate to divide the courses into scientific fields such as history, geography, physics, chemistry, biology and civic studies (Sönmez, 2010, p. 5)
The cognitive basis, which is required for individuals to build norms to interact with their environment, to become aware of their own potential, to develop it in their social structure and to get to work, is introduced to the children with the Life Sciences course in the primary school (Polat & Ünişen, 2016)
The purpose of this study is to investigate the Life Sciences course entrepreneurship skill level of the 3rd grade students, who have successfully passed the 1st and 2nd grade Life Sciences courses, according to the observations of their parents
Summary
Since the primary school children see facts and events as a whole, it is not appropriate to divide the courses into scientific fields such as history, geography, physics, chemistry, biology and civic studies (Sönmez, 2010, p. 5). The cognitive basis, which is required for individuals to build norms to interact with their environment, to become aware of their own potential, to develop it in their social structure and to get to work, is introduced to the children with the Life Sciences course in the primary school (Polat & Ünişen, 2016). In this aspect, the Life Sciences course is the focal point of education since it guides children to efficiently, positively and successfully adjust to the society
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
