Pixel International Conferences

Entrepreneurship is an important fourth element among factors of production as endeavor, nature and capital. Entrepreneurship is a dynamic process increasing perpetually level of good standard of living in global environment and having continual development and competition conditions. Dynamism and vitality of the entrepreneurial factor depends on the nature of entrepreneurial people. In this context, enterprising people have leader attributes like high internal motivation, creative thinking, stability and self-confident, creative thinking. In Scope of Turkish Science Curriculum updated  in 2013, it was aimed at training to students having inquiry skills, creative thinking,  leader features, inclining new ideas, being respectful towards different and interesting opinions. It also emphasizes the development of students' entrepreneurship skills towards these aims in Turkish Science Curriculum. The entrepreneurship is based on words such as trial, attempt, orientation and start an work. The word “Entrepreneurship” in science curriculum can be used within the words like experiment, application, experience. The multiple usage of the word entrepreneurship can sense differently in individuals. In this context, This study aimed at investigating science teachers' interests, perceptions and ideas towards entrepreneurship. In addition, this study aimed at analyzing science teachers’ views by occupational seniority, gender, graduation of university, their culture. In this study, phenomenology technique which is one of the qualitative research methods was used. Data were collected through interviews with teachers with semi-structured interview form and voice recording. Participants of the study were eighteen science teachers in the year 2014-2015 in Izmir. The interviews lasted approximately half an hour. After the voice records were converted to typed text, coding was made by two experts through the content analysis. The findings were transferred with frequency tables and sample text that showing opinions of teachers. This study showed that science teachers' entrepreneurial features affect the development of students' entrepreneurial skills. According to interviews, the entrepreneurial features by science teachers were defined to take risk, have personal skills, and take part in the projects. That students' entrepreneurial skills can be developed through entrepreneurial models with different activities in science course revealed through teachers' views. In negative findings of study, it was showed that limitations in the development of entrepreneurial skills are inadequate of course time and educational content. As a results, it was offered that activities should be made to develop entrepreneurship skills of students and teachers' perceptions towards entrepreneurship skills should be changed.