Science-based entrepreneur project development process for pre-service science teachers: difficulties faced*
Devici, Isa 2016. Science-based entrepreneur project development process for pre-service science teachers: difficulties faced*. Research in Teacher Education. 6 (1), pp. 30-35.
This study used a phenomenological research design to determine the difficulties faced in the science-based entrepreneur project development process for pre-service science teachers.. Qualitative data were obtained through interviews conducted with ten pre-service science teachers. The data were analysed using an inductive thematic analysis. The results indicated that pre-service science teachers have most difficulty ‘making decisions on one of the innovative ideas’ and ‘making predictions about unexpected situations’. They also have difficulties ‘calculating the cost as a result of design or work analysis’, ‘identifying if the idea already existed (similarity analysis)’ and ‘making decisions on the required materials, tools, services’. These results show the need for pre-service science teachers to communicate with other institutions and organisations.
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||6 (1), pp. 30-35|
|Publisher||University of East London, Cass School of Education and Communities|
|Digital Object Identifier (DOI)||doi:10.15123/PUB.5094|
|Web address (URL)||https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education|
|Publication process dates|
|Deposited||05 Jul 2016|
|Copyright information||© 2016 The author|
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