Science-based entrepreneur project development process for pre-service science teachers: difficulties faced*

Article


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. https://doi.org/10.15123/PUB.5094
AuthorsDevici, Isa
Abstract

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.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation6 (1), pp. 30-35
ISSN2046-1240
2047-3818
Year2016
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.5094
Web address (URL)https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education
Publication dates
PrintMay 2016
Publication process dates
Deposited05 Jul 2016
Copyright information© 2016 The author
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