Web 2.0 Araçları ile Zenginleştirilmiş eTwinning Proje Etkinliklerinin 7. Sınıf Öğrencilerinin Çevre ve Dijital Okuryazarlıklarıyla Girişimcilik Algılarına Etkisi: Ekogirişimcilik Modeli
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2025
Thesis Language: Turkish
Student: MEVLİDİYE YILMAZ
Supervisor: Mahmut Selvi
Open Archive Collection: AVESIS Open Access Collection
Abstract:The rapidly increasing population has caused a rapid increase in the production and consumption resulting from entrepreneurial activities. Due to this increase, environmental problems have reached a serious level. In this context, as included in the Sustainable Development Goals, entrepreneurial activities are expected to be carried out by taking the needs of future generations into account without disrupting the natural balance. Educational institutions make a great contribution to providing entrepreneurship education and raising awareness about the environment. The goals of the science course include making people, society and the environment aware of their interactions, and creating sustainable development awareness regarding the economy and the use of natural resources. In addition, science education has an important place in providing 21st-century skills such as entrepreneurship. For these reasons, in line with the Sustainable Development Goals and based on the students' achievements on the subject of 'Human and Environment' in science courses, this research aims to measure the effects of eco-entrepreneurship model activities to be carried out in science courses through eTwinning projects which are conducted on the topic of students' entrepreneurship perceptions and environmental and digital literacy, The method used in this research is a simultaneous transformational design among mixed methods research. In the quantitative research dimension of the mixed methods research, the 'single-group pretest-posttest design' among weak experimental designs and the 'case study design' among qualitative research dimension were used. In the study, eco-entrepreneurship model activities consisting of 13 modules were carried out for 68 lesson hours in total; 40 lesson hours of the study were conducted at school and 28 lesson hours were conducted with eTwinning project activities on the eTwinning portal. A total of 14 schools and 160 students from 4 different countries took part in the project. The study group of the research included 27 people selected with the easily accessible sampling method and consisting of 7th-grade students studying at a public school affiliated with the Kayseri Provincial Directorate of National Education in the 2022-2023 academic year. In the quantitative research dimension of this study, 'Environmental Literacy Scale', 'Digital Literacy Scale' and 'Entrepreneurship Perception Scale' were used. In the qualitative research dimension of the study, semi-structured interview forms, student diaries, e-portfolios, videos and photographs were used as data collection tools. The data collected from the students throughout the process were explained under the themes of "digital literacy", "environmental literacy" and "entrepreneurship perception". Quantitative data was analyzed using the SPSS program. Since the data collected from the scales applied to the students showed normal distribution, dependent sample t-test among parametric tests was applied. Content analysis technique was used in the analysis of qualitative data. It was determined that the processing of science courses with the eco-entrepreneurship model carried out with eTwinning project activities enriched with Web 2.0 tools had a statistically significant effect on the students' entrepreneurship perception, environmental literacy and digital literacy. While it was observed that students did not have sufficient knowledge about the concept of entrepreneurship before the applications, it was determined that they shaped entrepreneurship correctly in their minds after the applications. It was determined that students realized the characteristics that an entrepreneurial individual should have thanks to the applications and that they now see themselves as entrepreneurial individuals. Furthermore, it was observed that students' awareness about environmental problems and the human activities that cause these problems have increased after the applications. The number and diversity of web tools students know how to use and their digital literacy have also increased. As perceptions about entrepreneurship develop to include broader concepts of value creation and social impact, it is thought that the eco-entrepreneurship model will serve as a ray of hope in creating a sustainable and inclusive future for society.