Exploring the Impact of Positing Entrepreneurship in Nature of Science: Initial Science Teachers' Perspectives

Autor/inn/en	Kaya-Capocci, Sila; McCormack, Orla; Erduran, Sibel; Birdthistle, Naomi
Titel	Exploring the Impact of Positing Entrepreneurship in Nature of Science: Initial Science Teachers' Perspectives
Quelle	In: Education & Training, 64 (2022) 7, S.996-1017 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaya-Capocci, Sila) ORCID (Birdthistle, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-05-2021-0180
Schlagwörter	Entrepreneurship; Scientific Principles; Science Teachers; 21st Century Skills; Preservice Teachers; Preservice Teacher Education; Science Curriculum; Holistic Approach; Foreign Countries; Intervention; Student Attitudes; Ireland + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Holistischer Ansatz; Ausland; Schülerverhalten; Irland
Abstract	Purpose: The social aspects of nature of science (NOS) have become more eminent but entrepreneurial perspectives of NOS continue to be neglected. Entrepreneurship is relevant to NOS and science education due to its role in scientific enterprises and its importance as a 21st-century skill required in all subjects, particularly in science, technology, engineering and math (STEM) subjects. Due to the impact of initial teacher education (ITE) and the science curriculum on Initial Science Teachers' (ISTs) understanding, the paper aims to explore the impact of including entrepreneurship in NOS with ISTs. Design/methodology/approach: The qualitative study investigated the changes in three ISTs by examining their understanding of entrepreneurship within NOS and their perspectives on the inclusion of entrepreneurship in the science curriculum following an intervention. The results were analysed through thematic and network analysis (NA). Findings: The results indicated that following an intervention, ISTs developed a more holistic understanding of entrepreneurship in NOS and could see the benefits and rationale for including entrepreneurship in the science curriculum. However, certain concerns remained. Originality/value: Although entrepreneurship may contribute to NOS by promoting scientific development, enhancing interest in science and developing a holistic understanding of science, a thorough review of the relevant research literature suggests that studies investigating entrepreneurship in NOS are rare. The current paper fills this gap by exploring Irish ISTs' perspectives on positing entrepreneurship in NOS. The study suggests conducting further research on the integration of entrepreneurship in the science curriculum and its impact on ITE. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01