Araştırma Makalesi
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The Effect of Active Learning Methods on Middle School Students’ Entrepreneurship Skills in Social Studies Course

Yıl 2023, Cilt: 10 Sayı: 6, 104 - 123, 01.11.2023

Önder Eryılmaz Merve Dilek Handan Deveci

https://doi.org/10.17275/per.23.91.10.6

Öz

This research aimed to determine the effect of active learning methods on middle school students' entrepreneurship skills in social studies lessons. A mixed method experimental design was adopted in the research. The research study group consisted of 59 middle school students, 29 of whom were in the experimental group and 30 in the control group. A multilevel mixed-method sampling strategy was used to determine the study group. In the research, Entrepreneurship Scale for Middle School Students, semi-structured interviews, anecdotal records, and a checklist were used as data collection tools. In order to determine the effectiveness of active learning methods, one-way covariance analysis, in which the pre-test scores were determined as the covariate, was employed between the post-test scores of the experimental and control groups. The inductive analysis approach was adopted in the analysis of qualitative data. It was found that the active learning methods had a significant and positive effect on the experimental group. The students stated that the active learning methods applied in the social studies lessons contributed to developing their entrepreneurial skills, establishing a competitive environment among the students and the group work opportunity. Furthermore, the students found active learning methods fun and instructive, increasing participation and motivation for the lesson.

Anahtar Kelimeler

social studies active learning methods entrepreneurship

Destekleyen Kurum

the Scientific Research Projects Department of Anadolu University

Kaynakça

  • Açıkgöz, Ün, K. (2003). Aktif öğrenme [Active learning]. İzmir: Eğitim Dünyası Yayınları.
  • Akhan, O. (2022). Experiences of history teachers ın the use of active learning methods and techniques in their classes. Turkish Journal of Social Research, 26(2), 431-444.
  • Akman, O. (2018). An investigation of the effect of entrepreneurship courses on social studies teacher candidates. International Conference on Research in Education and Science, 10, 30–34.
  • Altan, Z. M. (2019). Türkiye’nin eğitim çıkmazı girişimci öğretim girişimci öğretmen [Turkey's education dilemma entrepreneurial teaching entrepreneurial teacher]. Ankara: Pegem Akademi.
  • Arın, D. & Deveci, H. (2008). Effects of using current events in social studies course over students’ retaining knowledge and success. Journal of Electronic Social Sciences, 7(6), 170-185.
  • Auster, E. R. & Wylie, K. K. (2006). Creating active learning in the Classroom: A Systematic Approach. Journal of Management Education, 30(2), 333-353. https://doi.org/10.1177/1052562905283346.
  • Aydede, N. M. & Kesercioğlu, T. (2012). The effect of active learning applications on students' self direct learning skills. Journal of Hacettepe Faculty of Education, 43(27), 37-49.
  • Bass, B. (2018). An action research study of classical teaching methods vs. active learning methods in the middle school social studies classroom. Culminating Experience Action Research Projects, 18(2), 26–36.
  • Bayram, H. & Deveci, H. (2022). The effect of problem-based learning on students' entrepreneurship level in social studies course. International Journal of Contemporary Educational Research, 9(2), 359-377. https://doi.org/10.33200/ijcer.1056504.
  • Beabler, P. & Walker, D. J. (2014). Active learning classroom and educational alliances: changing, relationships, to improve learning. Wiley Online Library, 137, 27–40. https://doi.org/10.1002/tl.20083
  • Büyüköztürk, Ş., Çokluk, Ö. & Köklü, N. (2020). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Akademi.
  • Bonwell, C. C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. Washington: The George Washington University, School of Education and Human Development. https://files.eric.ed.gov/fulltext/ED336049.pdf
  • Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching, https://www.oaa.osu.edu/sites/default/files/uploads/nfo/2019/Active-Learning-article.pdf.
  • Campbell, L. P. (1978). Involve students in the learning process. NASSP Bulletin, 62(418), 78–81.
  • Cangöz, G. M. (2020). Investigate the effect of argumentation based virtual laboratory activities on academic achivement, argumentation levels entrepreneurship skills. (Master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Carr, R., Palmer, S. & Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education. 16(3), 173-186. https://doi.org/10.1177/14697874155895.
  • Chang, J. & Rieple, A. (2013). Assessing students’ entrepreneurial skills development in live projects. Journal of Small Business and Enterprise Development, 20(1), 225–241. https://doi.org/10.1108/14626001311298501.
  • Corbett, A. (2005). Experiential learning within the process of opportunity identification and exploitation. Entrepreneurship: Theory and Practice, 29(4), 473–491. https://doi.org/10.1111/j.1540-6520.2005.00094.x.
  • Çakır, E. (2016). Open ended investigative interrogative learning activıties and its effect on entrepreneurship and creativity in science teaching. (Master’s thesis). Kırıkkale University Institute of Science and Technology, Kırıkkale.
  • Çelikcan, Ş. (2010). The effect of teaching social studies course science, technology and society learning area with active learning methods on students' academic achievement. (Doctoral thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Çetin, Ş., Şahin, Ç., Merol, H., Arcagök, S. & Girgin, D. (2017). A comparison of entrepreneurial skills of fourth-grade gifted and normal student’s in social studies. Turkish Journal of Giftedness and Education, 7(2), 110-125.
  • Cortner, S., Poper, J., Walker, D., J. & Brooks, C. (2018). It's not you; it's the room. Are the high-tech, active learning classrooms worth it? Journal of College Science Teaching, 42(6), 82-88.
  • Creswell, J. W. & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Los Angeles: Sage Publications.
  • Deveci, H. (2015). Çocuklara girişimcilik becerisi kazandırmada sosyal bilgilerin rolü: bir araştırma örneği [The role of social studies in teaching entrepreneurship skills to children: a research example]. Ankara: Pegem Akademi.
  • Doğan, H. & Aktan, V. (2018). Girişimcilik ile ilgili temel kavramlar ve tarihsel gelişimi [Basic concepts and historical development of entrepreneurship]. H. Doğan, H., Kutukız, D. & Saltık, A. (Eds.), In Yenilik ve girişimcilik [Innovation and entrepreneurship] (pp.1-35). Ankara: Gazi Kitapevi.
  • Douglas, E. P. (June, 2011). Student construction of knowledge in an active learning classroom. ASEE Annual Conference & Exposition, Vancouver.
  • Dufrense, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P. & Wenk, L. (1996). Classtalk: a classroom communication system for active learning. Journal of Computing in Higher Education, 7(2), 3-47. https://doi.org/10.1007/BF02948592.
  • Eroğlu, S. (2019). Determination of entrepreneurship levels of secondary school students and teachers' opinions about gaining entrepreneurship skills in social studies course. (Master’s thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Eroğlu, S. & Deveci, H. (2021). Entrepreneurship levels of middle school students and teacher opinions about gaining entrepreneurship skills in social studies lesson. Trakya Education Journal, 11(3), 1190-1211. https://doi.org/10.24315/tred.784710
  • Eroğlu, S., Deveci, H. & Gürdoğan Bayır, Ö. (2020). Development of entrepreneurship scale for secondary school students. Cumhuriyet International Journal of Education, 9(4), 1204-1224. https://doi.org/10.30703/cije.696086.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111.
  • Gömleksiz, M. N. & Kan, A. Ü. (2009). Determining the effectiveness of social studies curriculum in gaining critical thinking, creative thinking and entrepreneurship skills (The case of Diyarbakır province). Eastern Anatolia Region Researches, 8(1) 9-49.
  • Gönülcü, K. (2019). Primary school students' acquiring entrepreneurship skills in social studies lessons through establishing their own mini companies: action research. (Master’s thesis). Adnan Menderes University Institute of Social Sciences, Aydın.
  • Gülsoy, U. (2010). The effect of the application of active learning during social studies lesson to the achievement and attitudes of the students in the first grade of primary education. (Master’s thesis). Selçuk University, Institute of Educational Sciences, Konya.
  • Güney, S. (2015). Girişimcilik temel kavramlar ve bazı güncel konular[Basic concepts of entrepreneurship and some current issues]. Ankara: Siyasal Kitapevi.
  • Graevenitz, G., Harhoff, D. & Weber, R. (2010). The effects of entrepreneurship education. Journal of Economic Behavior and Organization, 76(1), 1-38. https://doi.org/10.1016/j.jebo.2010.02.015.
  • Handelsman, J., Miller, S. & Pfund, C. (2007). Scientific teaching. New York: Freeman.
  • Hameed, İ. & Irfan, Z. (2019). Entrepreneurship education: a review of challenges, characteristics and opportunities. Entrepreneurship Education, 2, 135–148. https://doi.org/10.1007/s41959-019-00018-z.
  • Hendrickson, P. (2019). Effect of active learning techniques on student excitement, interest, and self-efficacy. Journal of Political Science Education, 17(2), 311–325. https://doi.org/10.1080/15512169.2019.1629946.
  • Hofer, C. W. & Bygrave, W. D. (1992). Researching entrepreneurship. Entrepreneurship Theory and Practice, 16(3), 91–102.
  • Jaleel, S. & Verghis, A. M. (2015). Knowledge creation in constructivist learning. Universal Journal of Educational Research, 3(1), 8-12. https://doi.org/10.13189/ujer.2015.030102
  • Jones, C. & English, H. (2004). A contemporary approach to entrepreneurship education. Education and Training, 46(9), 416–423.
  • Karakılçık, N. (2020). The description of the students' entrepreneurship skills in the science learning environment outside of the school. (Master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Lincoln, Y. S. & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic Inquiry, 289(331), 289–327.
  • Leon, D. R. (2017). Developing entrepreneurial skills. An educational and intercultural perspective. Journal of Entrepreneurship, Management and Innovation (JEMI), 13(4), 97–121. https://doi.org/10.7341/20171346
  • Li, X. & Jia, Y. (2015). Characteristics influence entrepreneurship behavior ability. International Conference on Education, Management, Commerce and Society, 614-619. https://doi.org/10.2991/emcs-15.2015.123.
  • Lumkin, A., Achen, R. M. & Dodd, R. (2015). Student perceptions of active learning. College Student Journal. 49(1), 121-133.
  • Matlay, H. (2006). Researching entrepreneurship and education: Part 2: What is entrepreneurship education, and does it matter? Education, Training, 48(9), 704–718. https://doi.org/10.1108/00400910610710119 .
  • Matlay, H. (2008). The impact of entrepreneurship education on entrepreneurial outcomes. Journal of Small Business and Enterprise Development, 15(2), 382–396.
  • Meral, M. (2020). The effect of stem activities performed via simple materials on students entrepreneurship and self-regulation skills. (Master’s thesis). Erzincan Binali Yıldırım University Institute of Science and Technology, Erzincan.
  • Ministry of Education (2018). Sosyal bilgiler dersi öğretim programı (4, 5, 6 ve 7. Sınıflar) [Social studies curriculum for 4th, 5th, 6th and 7th grades]. Ankara.
  • Ogundıran, J. O. (2019). Curriculum development for effective entrepreneurship education in Nigerian secondary school system towards sustainable development: Rationale for social studies education. International Journal of Education and Evaluation, 5(5), 45-56.
  • Ogunyemi, A. (2008). The challenge of social entrepreneurship through social studies education. Nigerian Journal of Social Studies, 11(1), 1–14.
  • Oosterbeg, H., Praag, M. & Ijsselstein, A. (2010). The impact of entrepreneurship education on entrepreneurship skills and motivation. European Economic Review, 54(3), 442–454. https://doi.org/10.1016/j.euroecorev.2009.08.002.
  • Özkan, H. (2021). Investigation of the effect of context-based learning on the development of entrepreneurial skills in the science course of secondary school students. (Master’s thesis). Çukurova University Institute of Social Sciences, Adana.
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Yıl 2023, Cilt: 10 Sayı: 6, 104 - 123, 01.11.2023

Önder Eryılmaz Merve Dilek Handan Deveci

https://doi.org/10.17275/per.23.91.10.6

Öz

Kaynakça

  • Açıkgöz, Ün, K. (2003). Aktif öğrenme [Active learning]. İzmir: Eğitim Dünyası Yayınları.
  • Akhan, O. (2022). Experiences of history teachers ın the use of active learning methods and techniques in their classes. Turkish Journal of Social Research, 26(2), 431-444.
  • Akman, O. (2018). An investigation of the effect of entrepreneurship courses on social studies teacher candidates. International Conference on Research in Education and Science, 10, 30–34.
  • Altan, Z. M. (2019). Türkiye’nin eğitim çıkmazı girişimci öğretim girişimci öğretmen [Turkey's education dilemma entrepreneurial teaching entrepreneurial teacher]. Ankara: Pegem Akademi.
  • Arın, D. & Deveci, H. (2008). Effects of using current events in social studies course over students’ retaining knowledge and success. Journal of Electronic Social Sciences, 7(6), 170-185.
  • Auster, E. R. & Wylie, K. K. (2006). Creating active learning in the Classroom: A Systematic Approach. Journal of Management Education, 30(2), 333-353. https://doi.org/10.1177/1052562905283346.
  • Aydede, N. M. & Kesercioğlu, T. (2012). The effect of active learning applications on students' self direct learning skills. Journal of Hacettepe Faculty of Education, 43(27), 37-49.
  • Bass, B. (2018). An action research study of classical teaching methods vs. active learning methods in the middle school social studies classroom. Culminating Experience Action Research Projects, 18(2), 26–36.
  • Bayram, H. & Deveci, H. (2022). The effect of problem-based learning on students' entrepreneurship level in social studies course. International Journal of Contemporary Educational Research, 9(2), 359-377. https://doi.org/10.33200/ijcer.1056504.
  • Beabler, P. & Walker, D. J. (2014). Active learning classroom and educational alliances: changing, relationships, to improve learning. Wiley Online Library, 137, 27–40. https://doi.org/10.1002/tl.20083
  • Büyüköztürk, Ş., Çokluk, Ö. & Köklü, N. (2020). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Akademi.
  • Bonwell, C. C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. Washington: The George Washington University, School of Education and Human Development. https://files.eric.ed.gov/fulltext/ED336049.pdf
  • Brame, C. J. (2016). Active learning. Vanderbilt University Center for Teaching, https://www.oaa.osu.edu/sites/default/files/uploads/nfo/2019/Active-Learning-article.pdf.
  • Campbell, L. P. (1978). Involve students in the learning process. NASSP Bulletin, 62(418), 78–81.
  • Cangöz, G. M. (2020). Investigate the effect of argumentation based virtual laboratory activities on academic achivement, argumentation levels entrepreneurship skills. (Master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Carr, R., Palmer, S. & Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education. 16(3), 173-186. https://doi.org/10.1177/14697874155895.
  • Chang, J. & Rieple, A. (2013). Assessing students’ entrepreneurial skills development in live projects. Journal of Small Business and Enterprise Development, 20(1), 225–241. https://doi.org/10.1108/14626001311298501.
  • Corbett, A. (2005). Experiential learning within the process of opportunity identification and exploitation. Entrepreneurship: Theory and Practice, 29(4), 473–491. https://doi.org/10.1111/j.1540-6520.2005.00094.x.
  • Çakır, E. (2016). Open ended investigative interrogative learning activıties and its effect on entrepreneurship and creativity in science teaching. (Master’s thesis). Kırıkkale University Institute of Science and Technology, Kırıkkale.
  • Çelikcan, Ş. (2010). The effect of teaching social studies course science, technology and society learning area with active learning methods on students' academic achievement. (Doctoral thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Çetin, Ş., Şahin, Ç., Merol, H., Arcagök, S. & Girgin, D. (2017). A comparison of entrepreneurial skills of fourth-grade gifted and normal student’s in social studies. Turkish Journal of Giftedness and Education, 7(2), 110-125.
  • Cortner, S., Poper, J., Walker, D., J. & Brooks, C. (2018). It's not you; it's the room. Are the high-tech, active learning classrooms worth it? Journal of College Science Teaching, 42(6), 82-88.
  • Creswell, J. W. & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Los Angeles: Sage Publications.
  • Deveci, H. (2015). Çocuklara girişimcilik becerisi kazandırmada sosyal bilgilerin rolü: bir araştırma örneği [The role of social studies in teaching entrepreneurship skills to children: a research example]. Ankara: Pegem Akademi.
  • Doğan, H. & Aktan, V. (2018). Girişimcilik ile ilgili temel kavramlar ve tarihsel gelişimi [Basic concepts and historical development of entrepreneurship]. H. Doğan, H., Kutukız, D. & Saltık, A. (Eds.), In Yenilik ve girişimcilik [Innovation and entrepreneurship] (pp.1-35). Ankara: Gazi Kitapevi.
  • Douglas, E. P. (June, 2011). Student construction of knowledge in an active learning classroom. ASEE Annual Conference & Exposition, Vancouver.
  • Dufrense, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P. & Wenk, L. (1996). Classtalk: a classroom communication system for active learning. Journal of Computing in Higher Education, 7(2), 3-47. https://doi.org/10.1007/BF02948592.
  • Eroğlu, S. (2019). Determination of entrepreneurship levels of secondary school students and teachers' opinions about gaining entrepreneurship skills in social studies course. (Master’s thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Eroğlu, S. & Deveci, H. (2021). Entrepreneurship levels of middle school students and teacher opinions about gaining entrepreneurship skills in social studies lesson. Trakya Education Journal, 11(3), 1190-1211. https://doi.org/10.24315/tred.784710
  • Eroğlu, S., Deveci, H. & Gürdoğan Bayır, Ö. (2020). Development of entrepreneurship scale for secondary school students. Cumhuriyet International Journal of Education, 9(4), 1204-1224. https://doi.org/10.30703/cije.696086.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111.
  • Gömleksiz, M. N. & Kan, A. Ü. (2009). Determining the effectiveness of social studies curriculum in gaining critical thinking, creative thinking and entrepreneurship skills (The case of Diyarbakır province). Eastern Anatolia Region Researches, 8(1) 9-49.
  • Gönülcü, K. (2019). Primary school students' acquiring entrepreneurship skills in social studies lessons through establishing their own mini companies: action research. (Master’s thesis). Adnan Menderes University Institute of Social Sciences, Aydın.
  • Gülsoy, U. (2010). The effect of the application of active learning during social studies lesson to the achievement and attitudes of the students in the first grade of primary education. (Master’s thesis). Selçuk University, Institute of Educational Sciences, Konya.
  • Güney, S. (2015). Girişimcilik temel kavramlar ve bazı güncel konular[Basic concepts of entrepreneurship and some current issues]. Ankara: Siyasal Kitapevi.
  • Graevenitz, G., Harhoff, D. & Weber, R. (2010). The effects of entrepreneurship education. Journal of Economic Behavior and Organization, 76(1), 1-38. https://doi.org/10.1016/j.jebo.2010.02.015.
  • Handelsman, J., Miller, S. & Pfund, C. (2007). Scientific teaching. New York: Freeman.
  • Hameed, İ. & Irfan, Z. (2019). Entrepreneurship education: a review of challenges, characteristics and opportunities. Entrepreneurship Education, 2, 135–148. https://doi.org/10.1007/s41959-019-00018-z.
  • Hendrickson, P. (2019). Effect of active learning techniques on student excitement, interest, and self-efficacy. Journal of Political Science Education, 17(2), 311–325. https://doi.org/10.1080/15512169.2019.1629946.
  • Hofer, C. W. & Bygrave, W. D. (1992). Researching entrepreneurship. Entrepreneurship Theory and Practice, 16(3), 91–102.
  • Jaleel, S. & Verghis, A. M. (2015). Knowledge creation in constructivist learning. Universal Journal of Educational Research, 3(1), 8-12. https://doi.org/10.13189/ujer.2015.030102
  • Jones, C. & English, H. (2004). A contemporary approach to entrepreneurship education. Education and Training, 46(9), 416–423.
  • Karakılçık, N. (2020). The description of the students' entrepreneurship skills in the science learning environment outside of the school. (Master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Lincoln, Y. S. & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic Inquiry, 289(331), 289–327.
  • Leon, D. R. (2017). Developing entrepreneurial skills. An educational and intercultural perspective. Journal of Entrepreneurship, Management and Innovation (JEMI), 13(4), 97–121. https://doi.org/10.7341/20171346
  • Li, X. & Jia, Y. (2015). Characteristics influence entrepreneurship behavior ability. International Conference on Education, Management, Commerce and Society, 614-619. https://doi.org/10.2991/emcs-15.2015.123.
  • Lumkin, A., Achen, R. M. & Dodd, R. (2015). Student perceptions of active learning. College Student Journal. 49(1), 121-133.
  • Matlay, H. (2006). Researching entrepreneurship and education: Part 2: What is entrepreneurship education, and does it matter? Education, Training, 48(9), 704–718. https://doi.org/10.1108/00400910610710119 .
  • Matlay, H. (2008). The impact of entrepreneurship education on entrepreneurial outcomes. Journal of Small Business and Enterprise Development, 15(2), 382–396.
  • Meral, M. (2020). The effect of stem activities performed via simple materials on students entrepreneurship and self-regulation skills. (Master’s thesis). Erzincan Binali Yıldırım University Institute of Science and Technology, Erzincan.
  • Ministry of Education (2018). Sosyal bilgiler dersi öğretim programı (4, 5, 6 ve 7. Sınıflar) [Social studies curriculum for 4th, 5th, 6th and 7th grades]. Ankara.
  • Ogundıran, J. O. (2019). Curriculum development for effective entrepreneurship education in Nigerian secondary school system towards sustainable development: Rationale for social studies education. International Journal of Education and Evaluation, 5(5), 45-56.
  • Ogunyemi, A. (2008). The challenge of social entrepreneurship through social studies education. Nigerian Journal of Social Studies, 11(1), 1–14.
  • Oosterbeg, H., Praag, M. & Ijsselstein, A. (2010). The impact of entrepreneurship education on entrepreneurship skills and motivation. European Economic Review, 54(3), 442–454. https://doi.org/10.1016/j.euroecorev.2009.08.002.
  • Özkan, H. (2021). Investigation of the effect of context-based learning on the development of entrepreneurial skills in the science course of secondary school students. (Master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Özlüleci, M. (2022). Investigation of the effect of modelling-based science teaching on the science, engineering and entrepreneurship skills 7th grade students’. (Master’s thesis). Necmettin Erbakan University Institute of Educational Sciences, Konya.
  • Philipson, A., Riel, A. & Leger, A., B. (2018). Between knowing and learning: new instructions experiences in active learning classrooms. The Canadian Journal for the Scholarship of Teaching and Learning, 9(1), 1-20.
  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
  • Rotgans, J. I. & Schmidt, H. G. (2009). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21(1), 1-10. https://doi.org/10.1016/j.learninstruc.2009.11.001.
  • Rotgans, J. I. & Schmidt, H. G. (2010). The role of teachers in facilitating situational interest in an active-learning classroom. Teaching and Teacher Education, 27(1), 1-6. https://doi.org/10.1016/j.tate.2010.06.025.
  • Schweitzer, D. & Brown, W. (2007). Interactive visualization for the active learning classroom. ACM SIGCSE Bulletin, 39(81), 208-212.
  • Silberman, M. (2016). Aktif öğretim sınıflarda öğrenmeyi harekete geçirecek sekiz adım ve 32 strateji [Eight steps and 32 strategies to mobilise learning in active teaching classrooms]. (Tr: N. Kalaycı). Ankara: Pegem Akademi.
  • Sağlamgöncü, A. (2022). Using active learning techniques in current event teaching in social studies lessons: An action research. (Doctoral thesis). Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Solomon, G. (2007). An examination of entrepreneurship education in the United States. Journal of Small Business and Enterprise Development, 14(2), 168–182.
  • Sirelkhatim, F. & Gangi, Y. (2015) Entrepreneurship education: A systematic literature review of curricula contents and teaching methods. Cogent Business & Management, 2(1), 1–11. https://doi.org/10.1080/23311975.2015.1052034.
  • Şahiner, D., G., S. (2008). The effect of active learning techniques on bringing in democratic attitudes in social studies course in primary education. (Master’s thesis). Dokuz Eylül University, Institute of Educational Sciences, Izmir.
  • Şen, A. (2008). The effects of active learning problem worksheets on secondary school students problem solving process. (Master's thesis). Afyon Kocatepe University, Institute of Science and Technology, Afyon.
  • Tarhan, M. (2018). An action research on enabling students to gain entrepreneurıal skills in social studies. (Doctoral thesis). Bolu Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Tarhan, M. & Gülmez, A. (2021). Project-based learning approach to gaining entrepreneurship skills: Japan case. Journal of the National Academy of Education, 5(1), 175-188. https://doi.org/10.32960/uead.881576.
  • Teddlie, C. & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77–100.
  • Timmons, J. A. (1978). Characteristics and role demands of entrepreneurship. American Journal of Small Business, 3(1), 5–17.
  • Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246.
  • Turgutalp, E. (2021). Stem teaching the subject of pressure in eighth grade a study of the implementation of the learning model’s impact on students’ success and entrepreneurial skills. (Master’s thesis). Bursa Uludag University Institute of Educational Sciences, Bursa.
  • Uyanık, Z. F. (2022). An action research on improving entrepreneurshıp skills in a middle school science course. (Master’s thesis). Çukurova University Institute of Social Sciences, Adana.
  • Yurtseven, R. (2020). Entrepreneurship education in primary school: purpose, content and teaching process. International Journal of Science and Education, 3(2), 135-153. https://doi.org/10.47477/ubed.836675
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Psikolojisi
Bölüm Research Articles
Yazarlar

Önder Eryılmaz 0000-0002-4962-889X

Merve Dilek 0000-0002-3186-1554

Handan Deveci 0000-0001-9765-2117

Erken Görünüm Tarihi 2 Kasım 2023
Yayımlanma Tarihi 1 Kasım 2023
Kabul Tarihi 22 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 6

Kaynak Göster

APA Eryılmaz, Ö., Dilek, M., & Deveci, H. (2023). The Effect of Active Learning Methods on Middle School Students’ Entrepreneurship Skills in Social Studies Course. Participatory Educational Research, 10(6), 104-123. https://doi.org/10.17275/per.23.91.10.6
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