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.
Highlights
In the twenty-first century, it is seen that entrepreneurial features are considered as one of the most important skills for students and it is emphasized that each course can contribute to the development of entrepreneurial features (Drucker, 2014)
In this study whether there would be a difference in the entrepreneurial perceptions of the student group learning with the socio-scientific argumentation method and the student group learning with the science course curriculum and activities was investigated
Whilst socio-scientific argumentation method is an integral part of Science Education Curriculum and has to take part science courses (Ministry of Education, 2018), this study examines the effects of this method on a whole unit
Summary
In the twenty-first century, it is seen that entrepreneurial features are considered as one of the most important skills for students and it is emphasized that each course can contribute to the development of entrepreneurial features (Drucker, 2014). Entrepreneurship has different purposes such as encouraging individuals to become successful entrepreneurs by equipping individuals with various knowledge, skills and increasing their motivation; enabling them to gain a different perspective to see opportunities; contributing to their transformation into more creative, confident and determined individuals via improving their opinions; helping them become socially responsible and employable citizens (Wickham, 2006). Considering purposes and benefits of entrepreneurship, it can be said that science classes are the courses that entrepreneurship perception and skills stand out. Taking science courses are important for students since these students’ entrepreneurship perception will have an effect on their performances in science courses
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