Strategies for Promoting Entrepreneurial Skills in Science Education Students for Poverty Eradication (original) (raw)
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International Journal of Innovative Business Strategies, 2019
The study sought to appraise the perception of science teachers' towards the implementation of entrepreneurial science education, the effects on individual students, society and the way forward in public secondary schools in Akwa Ibom State, Nigeria. The study adopted the survey research design. The population for the study were all science teachers in the 243 public secondary schools in the state. A sample size of two hundred and ten (210) was used. Three research questions were raised to guide the study. The instrument for data collection was the researchers developed questionnaire titled "Science Teachers Perceived Factors Hindering the Implementation of Entrepreneurial Science Education and its Influence on Individual Student and Society Questionnaire" (STEPFHIESES). Data collected were analysed using mean and standard deviation. The findings of the study revealed that there are perceived significant factors hindering the implementation of entrepreneurial science education in public secondary schools in Akwa Ibom State, as well as negative effects on individual student and society, and that all the respondents agreed that the perceived strategies by science teachers should be adopted by the stake holders to improve the quality of science education curriculum for entrepreneurship. Based on the findings, recommendations were made among others, that entrepreneurial based education curriculum should be developed by stake holders in education and the implementations by science teachers ensured, having realized its importance in building the nation's economy and the development of self-reliant individuals. • Provision of variety of job opportunities: Venturing into entrepreneurship should create jobs, in business form. This implies
Entrepreneurship behaviour is a 21 st century attribute required for transforming the industrial and employment spaces into spaces of high performance and increased productivity. Science students are a critical factor towards the achievement of these requirements. To ensure quality entrepreneurship education, science teachers' entrepreneurship background and characteristics become germane. The proposed study, therefore, investigates the extent to which science teachers' entrepreneurship knowledge, attitudes and skills determine their classroom practices in entrepreneurship education in selected Senior Secondary Schools in Lagos, Nigeria. Adopted, from that perspective, was the correlational type of the cross-sectional descriptive research design. A purposively selected sample of 245 SS2 science teachers from thirty schools in Lagos mainland, Nigeria participated in the study. The following instruments were considered reasonably appropriate: Teacher Entrepreneurship Knowledge Test (r=.86), Teacher Entrepreneurship Attitudes Scale (r=.89), Teacher Entrepreneurship Skills Inventory (r=.85) and Classroom Practices Rating Scale (r=.89). The data were processed using the Pearson's Correlation method and the Regression analysis. The findings led to the conclusion that there are strong and significant bivariate relationships between each of teachers' knowledge (r=.59), attitudes r=.55), skills (r=.52) and classroom practices. The three factors jointly measured up to 46% of classroom practices with significant relative effects. Inasmuch as teachers require good knowledge, attitudes and skills for effective implementation of entrepreneurship programmes in science education, they need to be exposed to in-service training in entrepreneurial studies.
Teacher education curriculum development is seen in this paper as a generally accepted catalyst for entrepreneurial skills acquisition at all levels of education. This position makes it clear that education, particularly science teacher education should be restructured to provide citizens with relevant knowledge, skills, attitudes and competencies which are needed for survival in the 21st century. Against this back drop, this paper examined ways of making science teachers responsive to global challenges and instructional demands of 21st century at teacher education level and this is considered very important in successful Universal Basic Education implementation. To meet the challenges of the time the curriculum of teacher education should be developed in the context of entrepreneurial skill with ICT as a driving force. This is crucial because teachers interact with learners at various levels. It is in this precinct that the development of teacher education curriculum for entrepreneurship education is annexed. The paper recommended that Nigeria science teacher education curriculum should be technology- based in order to produce teachers that are knowledgeable in skills to meet the challenges of the time
The purpose of this study was to determine the views of science and technology teachers about the effects of 6th, 7th and 8th grade science and technology courses on students’ entrepreneurship skills. In the study, phenomenographic method was used and data were collected through a semi-structured interview method with 8 questions. 5 science and technology teachers, who were working in the province of Amasya, participated in this research. The obtained data were analyzed with the NVIVO 9 software. Based on data analysis, it was concluded that teachers did not have enough knowledge about entrepreneurship concept, so that they had different understanding and practices to gain their students the entrepreneurial skills. However, it was identified that teachers having a common vision about student-centered teaching methods and techniques were effective in developing entrepreneurial skills. At the end of the study, to develop a collective mentality about entrepreneurship skills, it was recommended to the teachers that class meetings should be made more functional and more studies should be required for the dissemination of good practices.
South Asian Research Journal of Humanities and Social Sciences
This is a review paper focusing on the acquisition of entrepreneurial skills in science through the authentic learning strategy to solve the youth unemployment problem in Nigeria. The youth unemployment in Nigeria is observed to be on the increase as indicated by statistics, and the various interventions seem not to be yielding significant results. It is on this background that the paper suggests the entrepreneurial skills through the authentic learning paradigm in Nigeria. The authors asserted that entrepreneurial skills are critical to job creation and self-employability because it enhances creativity and critical thinking skills. The authentic learning is a learning model that connects what the students learned in the classroom to the real-life, challenges and application. Some topics in science among many were identified in this thesis where students could acquire entrepreneurial skills that could make them selfemployed after graduation. The paper identified some implications of the paper and make suggestions for future studies.
This paper focuses on enhancing the entrepreneurial skills of primary school pupils through creative teaching and learning of basic science. Primary education in Nigeria, concept and importance of entrepreneurship, creative teaching and strategies for developing entrepreneurial skills of basic science pupils through creative teaching of basic science were also highlighted. Some of the strategies include the use of creative teaching methods, improvisation, extrinsic and intrinsic motivations of pupils. Problems related to science and entrepreneurship education were also captured. Some of these problems include: lack of conscious efforts towards achieving entrepreneurship education, insufficient skilled human and material resources, corruption, poor funding and motivation of teachers among others. Improving fund provision, use of trained and qualified science teachers to teach basic science at primary school level and involvement of pupils in improvisation of teaching and learning skills were among others recommended to enhance entrepreneurial skills of pupils at primary school level through creative teaching and learning of basic science.
Integrating Concept of Entrepreneurship Into Science Education
IJECA (International Journal of Education and Curriculum Application), 2018
Science learning should become meaningful and useful experience for the students to answer problems in daily life, especially economical problems. Through the integration of science learning and entrepreneurship it is hoped that entrepreneur character develops in the children's self. The main components of entrepreneurship consist of three aspects, namely creative force, sense, and intention. Creative force creates the characters of innovative, creative, careful, organized, broadening insight, problem solver, and reflective. Sense aspect creates the characters of confident, want to gain profit, able to serve, truthful, determined, optimistic, and sharp to chances. Intention creates the character of brave, risk taking, hard work, cooperative, responsible, listening to inputs, able to negotiate, discipline, and dynamic. Science learning integrated with entrepreneurship is required to develop learning activities yielding comprehensive meaning and benefit.
SOUTH EASTERN JOURNAL OF RESEARCH AND SUSTAINABLE DEVELOPMENT (SEJRSD, 2022
The study investigated the challenges faced by biology teachers in the implementation of entrepreneurship education in Anambra State. Entrepreneurship in Science Education is concerned with the development of skills and self-reliance in students who complete such programs, which provide them with the knowledge, skills, and motivation needed to succeed as entrepreneurs in a variety of settings. Two research questions were answered using mean and standard deviation. The study adopted a descriptive survey design. All the 93 biology teachers from the 61 public schools in Awka Education Zone of Anambra State were used due to the manageable size of the population therefore no sampling was done. Questionnaires about Challenges in the implementation of Entrepreneurship Education was the instrument used for the data collection. The instrument was validated by two experts and the reliability index was established at 0.74 using Cronbach's Alpha. Result of the findings revealed that in the view of the teachers, finance, resource facilities and execution plan are major challenges faced by biology teachers in the implementation of entrepreneurship education in Anambra State. Some of the recommendations among others are that government should ensure that every institution offering entrepreneurship education be adequately equipped with computer and current software on the basis of one-to-one student to computer, and that to popularize entrepreneurship, science education departments should develop and encourage entrepreneurship clubs.
SCIENCE EDUCATION, 2015
Education and empowerment of a country's youth represents the key to development of a prosperous and sustainable society. The interest and demand to place the youth at the heart of social development are increasing globally. Schools play an important role in developing lifelong skills and the future of young people. Promoting science education will go a long way in reducing illiteracy, poverty and youth unemployment, which are impediments to meaningful and sustainable development. This paper examines the concept of entrepreneurship education and the need for science education, youth empowerment, and career opportunities in Biology which involves the different techniques in plant propagation, the zoological aspect which involves the techniques in fish culture. Chemistry education imparts entrepreneurial skills through topics in chemistry like cellulose chemistry, polymeric chemistry, medicinal chemistry, Saponification, industrial Chemistry and petrochemical chemistry. physics education as a way of reducing the unemployment rate of our youths, Imparts entrepreneurial skills to students through topics like Electromagnetism, Mechanics and properties of matter, Electronic physics, Waves and Optics, Thermal physics, Electric circuit analysis and Digital electronic physics. Science education teachers should do everything possible to effectively develop entrepreneurship skills in their pupils so that both the drop outs and continuing ones can have the needed basic skills necessary for self-reliance, job creation and overall development of Nigeria.
This study aimed to investigate acquisitions, textbooks, and workbook activities in the science curriculum for the 5–8 grades in terms of entrepreneurial characteristics. It has been designed as a qualitative research study that uses data obtained via course documents, composed from textbooks and workbooks. The results show that the fifth-grade science curriculum included more acquisitions related to entrepreneurial characteristics compared to other curriculums. However, it has been determined that the number of fifth-grade acquisitions, such as taking risks, teamwork, using time well, and adapting to change, that would enable the improvement of their entrepreneurial characteristics, were quite limited. When they considered textbook acitivities, no activity was seen to improve the enabling characteristics of students, such as taking risks and adapting to change. Moreover, it was found that textbook acitivities are insufficient in terms of characteristics, like being innovative, using time well, and providing for acting independently. Moreover, it was determined that workbook activities are aimed at improving the creativity of students. Furthermore, a small part of workbook activities considered characteristics such as seeing opportunities and being innovative and self-confident. The biggest deficiency in workbook activities is not taking into account characteristics such as taking risks, using time well, teamwork, effective communication, and adapting to change. It is thought that these results will shed light on curriculum development studies planned to be implemented after the 2013 science curriculum.