Enhancing pre-service science teachers' understanding of how science works in society: the role of economics and entrepreneurship in nature and science

Recently, particular social aspects of nature of science (NOS), such as Economics of Science (EOS) and entrepreneurship in science, started to gain attention (Erduran and Dagher 2014a; Kaya et al. 2018b). Today’s young people are required to improve their 21st-century skill set, such as economic and entrepreneurial skills, to realise their full potential, get ready for the challenges of higher education and career development (Department of Education and Skills (DES) 2016; Volkmann et al. 2009). However, the research investigating pre-service science teachers’ (PSTs) understanding of EOS and entrepreneurship within the NOS context and on how science works in society is scarce. It is not surprising then that the practical applications, such as lesson resources and teaching materials, are rare. The current study aims to identify Irish PSTs’ understanding of EOS and entrepreneurship within the context of NOS and science education, and how science works in society. By adopting the extended Family Resemblance Approach (FRA) as the theoretical framework (Erduran and Dagher 2014a), the author conceptualised EOS and entrepreneurship as part of the social aspects of NOS (called contemporary social aspects of NOS later), proposed a framework (the SAMI cycle framework = State/government-Academia-Market-Industry relationship) illustrating how science works in society and re-defined entrepreneurship within the context of NOS. The author also developed and applied an intervention with PSTs on both a continuous and once-off basis in Ireland. PSTs’ understanding of these three concepts (EOS, entrepreneurship and the SAMI cycle framework), their views of inclusion of these concepts in the Junior Cycle Science Specification (JCSS) and their experiences across the current study were investigated through different research instruments, such as interviews, questionnaires and lesson activities. Thematic analysis, network analysis and Wilcoxon signed-rank test results suggested that there were improvements in PSTs’ understanding of the concepts of EOS, entrepreneurship and the SAMI cycle framework following engagement in the study. While PSTs initially showed a fragmented understanding of EOS and entrepreneurship, post-intervention they displayed a more holistic view of these concepts. Furthermore, the majority of PSTs supported the inclusion of these concepts in the JCSS, although state assessment continued to influence their thinking. Implications for pre-service teacher education and science education are discussed, and investigation of the inclusion of technology in EOS in NOS or the SAMI cycle framework, the implications of the contemporary social aspects of NOS and the SAMI cycle framework to utilise STEM education and engineering education, and these concepts at all levels of education were suggested for future directions.