New Perspectives in Science Education
Evaluation of the Effectiveness of the Entrepreneurship-Based REACT Teaching Model Developed for the Topic of Inheritance
Gülşen Elçin BOZKURT, Ministry of National Education (Turkey)
Abstract
This study aims to evaluate the potential effectiveness of the entrepreneurship-based REACT (Relating–Experiencing–Applying–Cooperating–Transferring) model in teaching genetics using a qualitative research approach. The developed instructional design was examined through a document set consisting of the context text developed by the researcher, garden design guidelines, Science Fair tasks, observation and decision-making journals, and student product portfolio rubrics. Document analysis and interpretive content analysis revealed that the REACT model has the potential to reduce conceptual difficulties encountered in learning genetic topics, make abstract concepts concrete, and enhance meaningful learning, particularly regarding genotype-phenotype relationships and crossbreeding processes. It is anticipated that the association and experience stages in the developed model will facilitate students' establishment of conceptual connections by drawing on their prior knowledge, while the application and collaboration stages will holistically develop both scientific process skills and entrepreneurial skills. Garden design and Science Fair tasks provide unique learning environments where students engage in entrepreneurial indicators such as evaluating opportunities, cost-benefit analysis, developing marketing strategies, teamwork, decision-making, communication, and innovation. Furthermore, it has been determined that observation and decision-making journals will contribute to their thinking by promoting self-regulation, responsibility, process tracking, and establishing cause-and-effect relationships; while portfolio-based assessment will create an alternative measurement approach that makes the learning process visible. In conclusion, the entrepreneurship-based REACT model has the potential to offer a powerful and innovative learning experience that supports both academic achievement and 21st-century skills in teaching the subject of inheritance. It is assessed that the model will make significant contributions in real classroom applications and provide a theoretical foundation for future research.
|
Keywords |
Inheritance, REACT, Entrepreneurial Skills, Academic Achievement |
|
REFERENCES |
[1] Antalya İl Milli Eğitim Müdürlüğü Ölçme Değerlendirme Merkezi. (2023). 8. sınıf 2. ünite çalışma fasikülü: Fen bilimleri. https://odsgm.meb.gov.tr/www/8-sinif-calisma-fasikulleri/icerik/568 [2] Amadi, E. A., & Chuku, G. C. (2021). Rivers Eyaletinde küçük ölçekli işletmelerin kurulması için ortaokul son sınıf öğrencilerinin edindiği girişimcilik becerileri. International Journal of Business & Law Research, 9(2), 59-67. https://www.seahipaj.org [3] Ataseven, U. (2022). Danimarka, Finlandiya, İsveç, Norveç ve Türkiye eğitim sisteminde ilkokul öğretim programları ile eğitim–öğretim uygulamalarının girişimcilik becerisi açısından karşılaştırılması [Comparison of primary education curricula and teaching practices in Denmark, Finland, Sweden, Norway, and Turkey in terms of entrepreneurship skills]. [Doktora tezi, Necmettin Erbakan Üniversitesi]. [4] Avcı Daş, S. F., Çevik, E., & Büyük, U. (2022). 8. sınıf öğrencilerinin girişimcilik beceri düzeylerinin incelenmesi. Perason Journal of Social Sciences & Humanities, 7(21), 134-147. https://doi.org/10.46872/pj.589 [5] Avcı, Ö., Çelik, H., & Bayram, K. (2022). Farklılaştırılmış öğretim uygulamalarının ortaokul öğrencilerin elektrik ünitesindeki başarısı ve girişimcilik becerisi üzerinde etkisi. Fen, Matematik, Girişimcilik ve Teknoloji Eğitimi Dergisi, 5(3), 278-297 https://dergipark.org.tr/tr/pub/fmgted [6] Crammond, R., Omeihe, I., Murray, A., & Ledger, J. (2023). Entrepreneurship education in STEM fields. In H. J. Block et al. (Eds.), *Progress in Entrepreneurship Education and Training* (pp. 73-85). Springer. https://doi.org/10.1007/978-3-031-28559-2_6 Crawford, M. L. (2001). Teaching contextually: Research, rationale, and techniques for improving student motivation and achievement in mathematics and science. CORD. [7] Danaher, P. A., & Slattery, C. (2015). Opportunities for entrepreneurship education in an era of curriculum change in Ireland: The case of an innovative Irish second level school. Journal for Educators, Teachers and Trainers, 6(2), 52-61, https://www.ugr.es/~jett/index.php [8]Danish Foundation for Entrepreneurship – Young Enterprise. (2012). Entrepreneurship from ABC to Ph.D.: Mapping of entrepreneurship educationinDenmark. https://www.ffe-ye.dk [9] Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Ballanca & R. Brandt (Eds.), 21st Century Skills (pp. 51–76). Solution Tree Press. [10] Deveci, İ. (2018). Ortaokul öğrencilerinin fen tabanlı girişimcilik eğilimlerinin incelenmesi. Journal of Science, Mathematics, Entrepreneurship and Technology Education,1(1), 19-47. [..............] |
