<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sufirman Arifin</style></author><author><style face="normal" font="default" size="100%">Nyet   Moi Siew</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING ENTREPRENEURSHIP-STEM CREATIVE THINKING AMONG SECONDARY SCHOOL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurial-STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">Form Four students</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1734857841.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Fostering creative thinking in facilitating teaching and learning (TL) of entrepreneurship and STEM at the secondary schools is sparsely documented in the literature and warrants further Inquiry. Thus, this research aimed to assess secondary school students’ entrepreneurial STEM creative thinking (E-STEMCT). A comprehensive entrepreneurship-STEM module integrating socio-scientific issues (SSIs) and design thinking (DT) approach was meticulously designed to facilitate TL. A quasi-experimental quantitative study was conducted on 267 Form Four students aged 17 years old enrolled in rural secondary schools. Three intact groups were randomly divided into a) SSIs-DT approach, n=89), b) Design Thinking Approach (DT-A, n=90), and c) Conventional approach (CA, n=88). The E-STEMCT test instrument was developed and applied to measure students’ pre- and post-levels of E-STENCT. Rigorous statistical analysis employing MANCOVA, ANCOVA, and Effect Size techniques was conducted. MANCOVA results revealed statistically significant effects across all TL groups, indicating the effects of the interventions in fostering E-STEMCT. Furthermore, ANCOVA analysis results indicated that the SSIs-DT integration approach significantly increased E-STEMCT and its constructs: Inquiry, New Ideas, Design, Creation, and Commercialization compared to the DT-A and CA approaches. These results support the view that the SSIs-DT integration approach has a positive impact on fostering E-STEMCT among secondary school students.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">785-800</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Duygu Turgut</style></author><author><style face="normal" font="default" size="100%">Zeha Yakar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS’ BIOETHICAL VALUES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bioethics level</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1628687438.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research.  Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers’ bioethical values. As a result of analyses, it was determined that pre-service teachers’ bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers’ bioethical values related to sub-dimensions of “Benefits of Biotechnology Applications”, “Science and Ethics”, “Reproductive Technologies and Cloning” and “Control of Genetic Interventions” were increased based on participants’ class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">640-656</style></section></record></records></xml>