Entrepreneurial STEM Education: Enhancing students’ Resourcefulness and Problem-solving Skills

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sila Kaya-Capocci, Aybuke Pabuccu-Akis, Nil Orhan-Ozteber
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Abstract

The importance of enhancing entrepreneurial STEM education has become accentuated to foster sustainable, collegial, and innovative STEM practices. The study aimed to enhance high-school students’ entrepreneurial skills, namely resourcefulness and problem-solving skills, and investigate their experiences and feelings of entrepreneurial STEM education. Three entrepreneurial STEM activities were implemented with 30 students in a private high school in Turkey. The qualitative data were collected through pre- and post-interviews and group reflective journals and analysed with content analysis. The quantitative data were collected through the Self-Control Schedule (SCS) and the Problem-Solving Scale (PS) and analysed through SPSS. The quantitative data indicated that the participants’ average SCS results increased from 117.63 to 122.40 (no significant difference) and their average PS results increased from 130.00 to 135.55 (no significant difference) following an intervention. This may be because of participants’ prior experiences or the number of participants attending the study. However, there were significant changes in the subscales of SCS and PS, showing that participants’ approach-avoidance style (PS subscale) as well as planning of behaviour and control of emotions (SCS subscales) can be enhanced by implementing entrepreneurial STEM activities. The qualitative data showed that participants started to face their problems more and try to find them different solutions rather than avoiding them. The qualitative data also pointed to the changes in participants’ capability of making connections between the subject disciplines and everyday life. Moreover, students found entrepreneurial STEM activities entertaining and helpful for improving understanding of chemistry topics. The study contributes to the field by bringing authenticity to STEM education by incorporating social and green entrepreneurship, supporting students’ entrepreneurial skill development, and helping teachers and students make connections between STEM, real-world, and public.

Abstract Image

STEM 创业教育:提高学生的机智和解决问题的能力
加强 STEM 创业教育对促进 STEM 实践的可持续性、合作性和创新性的重要性日益凸显。本研究旨在提高高中生的创业技能,即足智多谋和解决问题的能力,并调查他们对 STEM 创业教育的体验和感受。土耳其一所私立高中的 30 名学生参加了三项 STEM 创业活动。定性数据通过前后访谈和小组反思日记收集,并通过内容分析法进行分析。定量数据通过自控表(SCS)和问题解决量表(PS)收集,并通过 SPSS 进行分析。定量数据显示,干预后,参与者的平均自控力测验成绩从 117.63 分提高到 122.40 分(无显著差异),平均问题解决量表成绩从 130.00 分提高到 135.55 分(无显著差异)。这可能与参与者之前的经验或参加研究的人数有关。不过,SCS 和 PS 的分量表都有明显变化,表明通过开展 STEM 创业活动,参与者的接近-回避风格(PS 分量表)以及行为规划和情绪控制(SCS 分量表)都能得到改善。定性数据显示,参与者开始更多地面对问题,并尝试寻找不同的解决方案,而不是回避问题。定性数据还显示,学员将学科与日常生活联系起来的能力发生了变化。此外,学生认为科技、工程和数学创业活动寓教于乐,有助于加深对化学主题的理解。本研究将社会和绿色创业精神融入 STEM 教育,支持学生的创业技能发展,帮助教师和学生建立 STEM、现实世界和公众之间的联系,从而为该领域做出贡献。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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