Examining Science Teachers' Actions and Recommendations for Entrepreneurial Skills in Inclusive Practices

Tufan İnaltekin; Arzu Kirman Bilgin; Devrim Erginsoy Osmanoğlu; Şenay Özen Altınkaynak; Selma Erdağı

doi:10.18009/jcer.1707447

Research Article

Examining Science Teachers' Actions and Recommendations for Entrepreneurial Skills in Inclusive Practices

Year 2026, Volume: 14, - , 06.02.2026

Tufan İnaltekin , Arzu Kirman Bilgin , Devrim Erginsoy Osmanoğlu , Şenay Özen Altınkaynak , Selma Erdağı

https://doi.org/10.18009/jcer.1707447

Abstract

The purpose of this study is to examine science teachers' actions and recommendations for teaching entrepreneurship skills in inclusive classrooms with students with learning disabilities.. Observation, individual, and focus group interviews were used in this research, conducted as a case study. Individual and focus group interviews were conducted with 15 science teachers who teach science courses for students with learning disabilities. The inclusive practices of two science teachers within the scope of the relevant subject were observed for 12 lesson hours within the scope of reproduction, growth, and development in plants and animals. The lessons were audio-recorded. The qualitative data obtained were subjected to descriptive analysis. The findings determined that science teachers only addressed the indicator of developing a business idea among the entrepreneurship skill indicators in their lessons. Science teachers emphasized that activities such as visiting business environments, doing real applications, preparing business plans, providing marketing experience, and educational games could be effective in teaching entrepreneurship skills to students with learning disabilities within the scope of reproduction, growth, and development in plants and animals

Keywords

Science teacher , students with learning disabilities , inclusive practices , entrepreneurship skills

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Kafkas University Social Sciences Ethics Committee The date and number of the ethical assessment decision: 10.01.2022/E-91782061-605.01-42597186

Supporting Institution

TÜBİTAK

Project Number

This study was supported financially by the Scientific and Technological Research Council of Turkey (TÜBİTAK) projects under grant number 221K148.

Thanks

We would like to thank TUBITAK for their support in conducting this study. This study was supported financially by the Scientific and Technological Research Council of Turkey (TÜBİTAK) projects under grant number 221K148.

References

Asghar, A., Sladeczek, I. E., Mercier, J., & Beaudoin, E. (2017). Learning in science, technology, engineering, and mathematics: Supporting students with learning disabilities. Canadian Psychology, 58(3), 238-249. https://doi.org/10.1037/cap0000111
Ayvacı, H, Ş. & Yamaçlı, S. (2022). Science teachers perspective on course design by in-service education with inclusive education. Trakya Journal of Education, 12(1), 203-220.
Bardak, Ş., & Karamustafaoğlu, O. (2016). Investigation of teaching strategies, methods and techniques used by science teachers in the context of pedagogical content knowledge. Amasya Education Journal], 5(2), 567-605. https://doi.org/10.17539/aej.63460
Bello, G., Alabi, H. I., Ahmed, A. R., Sulaiman, M. M. S., Bello, Z. A. B., & Bello, A. A. B. (2020). Biology education and bio entrepreneur opportunities in Nigeria. Nigerian Online Journal of Educational Sciences and Technology, 1(2), 1-17.
Bender, W. N. (2012). Differentiating instruction for students with learning disabilities: New best practices for general and special educators. Corwin Press.
Çapraz, C. (2023). Teaching of solid, liquid and gas substances to students with intellectual disabilities through direct instruction method. International e-Journal of Educational Studies, 7 (13), 170-179. https://doi.org/10.31458/iejes.1238841
Er-Nas, S. & Dilber, Y. (2020). Examination of the instructional process carried out by the science teachers with mainstreaming students diagnosed learning disabilities. Kastamonu Education Journal, 28(4), 1800-1816. https://doi.org/10.24106/kefdergi.4075
Er-Nas, S., İpek-Akbulut, H., Çalik, M., & Emir, M. İ. (2022). Facilitating conceptual growth of the mainstreamed students with learning disabilities via a science experimental guidebook: A case of physical events. International Journal of Science and Mathematics Education, 20(1), 45-67. https://doi.org/10.1007/s10763-020-10140-3
Er-Nas, S., Şenel-Çoruhlu, T., Çalık, M., Ergül, C., & Gülay, A. (2019). Investigating the effectiveness of the science experiments guidebook for students with learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education 20(3), 501-534. https://doi.org/10.21565/ozelegitimdergisi.484937
Ergül, C. (2023). Özel gereksinimli öğrenciler ve beceri eğitimi [Students with special needs and skills training]. In D. Erginsoy Osmanoğlu (Ed.), Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu [Generations guide for students with learning disabilities] (pp. 1–7). Vizetek Publishing.
Gebbels, S., Evans, S. M., & Murphy, L. A. (2010). Making science special for pupils with learning difficulties. British Journal of Special Education, 37(3), 139-147.
Govindasamy, P., Abdullah, N. B., & Ibrahim, R. B. (2021, September). Importance of entrepreneurship skills among student with learning disabilities. In Proceedings of International Conference on Special Education (Vol. 4).
Higher Education Council. (2018). Science teaching undergraduate program. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
İnaltekin, T., & Erginsoy-Osmanoğlu, D. (2023). Productive generations guide kavılca wheat activities. [Üreten nesiller kılavuzu kavılca buğdayı etkinlikleri]. In D. Erginsoy Osmanoğlu (Ed.), Generations guide for students with learning disabilities [Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu] (pp. 83-113). Vizetek Publishing.
İnaltekin, T., & Özen-Altınkaynak, Ş. (2023). The producing generations guide digging activities [Üreten nesiller kılavuzu kazcılık etkinlikleri]. In D. Erginsoy Osmanoğlu (Ed.), Generations guide for students with learning disabilities [Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu] (pp. 31-81). Vizetek Publishing.
İnaltekin, T., Samancı, B., & Kirman-Bilgin, A. (2019). Determination of prospective science teachers professional knowledge on entrepreneurship skills. OPUS International Journal of Society Researches, 14(20), 1025-1054. https://doi.org/10.26466/opus.602171
Izzo, M. V., & Bauer, W. M. (2015). Universal design for learning: enhancing achievement and employment of STEM students with disabilities. Universal Access in the Information Society, 14, 17-27. https://doi.org/10.1007/s10209-013-0332-1
Kalaichelvan, T., & Othman, N. (2024). Teachers’ readiness in developing special needs student’s entrepreneurial mindset. International Journal of Advanced Research in Education and Society, 6(2), 783-793. https://doi.org/10.55057/ijares.2024.6.2.68
Kimble, K. M. (2015). Adapted living environment lessons to support all students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting (Doctoral dissertation).
Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
Kirman-Bilgin, A. (2019). Context-based learning and life skills [Bağlam temelli öğrenme ve yaşam becerileri]. In A. Kirman-Bilgin (Ed.), Life skills education in science [Fen bilimlerinde yaşam becerileri eğitimi] (pp. 2–50). Pegem Publishing.
Kirman-Bilgin, A. (2022). Entrepreneurship education in science and 5th - 6th - 7th - 8th grade integrated sample activities. Efe Academy Publishing.
Klimaitis, C. C., & Mullen, C. A. (2021). Including k-12 students with disabilities in stem education and planning for inclusion. Educational Planning, 28(2), 27-43.
Lambie, K. (2020). Project-based learning (PBL) in science, technology, engineering and mathematics (STEM): Perspectives of students with special education needs (SENs) (Unpublished master’s thesis). Western University.
Lestari, A. D. S., Murwani, F. D., Wardana, L. W., & Wati, A. P. (2024). Problems of ınclusive learning in fostering entrepreneurial motivation in students with disabilities: Systematic literature review (SLR). Journal of Educational Analytics, 3(2), 161-180.
Lu, S. Y., Wu, C. L., & Huang, Y. M. (2022). Evaluation of disabled STEAM-students’ education learning outcomes and creativity under the UN Sustainable Development Goal: Project-based learning-oriented STEAM curriculum with micro: bit. Sustainability, 14(2), 679. https://doi.org/10.3390/su14020679
Marino, M. T., Gotch, C. M., Israel, M., Vasquez III, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disability Quarterly, 37(2), 87-99. https://doi.org/10.1177/0731948713503963
Maryanti, R., Hufad, A., Sunardi, S., & Nandiyanto, A. B. D. (2021). Analysis of curriculum for science education for students with special needs in vocational high schools. Journal of Technical Education and Training, 13(3), 54-66.
McGrath, A. L., & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131-143.
Meehan, M., Fawcett, A. J., Adkins, P., & Pavey, B. (2020). Characteristics of entrepreneurs who experience dyslexia: An interview study on the role of school in supporting an entrepreneurial mindset. Asia Pacific Journal of Developmental Differences, 7(2), 199-233.
Ministry of National Education. (2018). Science lesson curriculum (primary and secondary school 3, 4, 5, 6, 7, and 8th grades) [Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar)]. Board of Education and Discipline.
Ministry of National Education. (2024). Science lesson curriculum (primary and secondary school 3, 4, 5, 6, 7, and 8th grades) [Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar)]. Board of Education and Discipline. https://tymm.meb.gov.tr/ogretim-programlari/fen-bilimleri-dersi
Moon, N. W., Todd, R. L., Morton, D. L., & Ivey, E. (2012). Accommodating students with disabilities in science, technology, engineering, and mathematics (STEM). Atlanta, GA: Center for Assistive Technology and Environmental Access, 8-21.
Mothwa, M. M. (2011). Teachers' experiences of incorporating indigenous knowledge in the Life Sciences classroom. University of Johannesburg (South Africa).
Mustapha, P. G., Mustapha, N. A., & Mustapha, R. I. (2022). Entrepreneurship skills for students with learning disabilities: A review from Malaysian National Curriculum. Journal of Contemporary Social Science and Education Studies, 2(1), 11-25.
National Research Council, Division on Earth, Life Studies, Board on Life Sciences, Committee on a Leadership Summit to Effect Change in Teaching, & Learning. (2009). Transforming agricultural education for a changing world. National Academies Press.
Nolet, V., & Tindal, G. (1994). Instruction and learning in middle school science classes: Implications for students with disabilities. The Journal of Special Education, 28(2), 166-187. https://doi.org/10.1177/002246699402800204
Ocak, İ., & Korkmaz, Ç. (2018). An examination of the views of science and pre-school teachers on nonformal learning environments. International Journal of Field Education, 4(1), 18-38.
Oliveira, A. W., & Brown, A. O. (2022). Experiencing the entrepreneurial side of science: undergraduate students pitching science-based businesses. Entrepreneurship Education, 5(4), 367-397. https://doi.org/10.1007/s41959-022-00087-7
Özen-Altınkaynak, Ş., & Kirman-Bilgin, A. (2023). The producing generations guide dairy activities [Üreten nesiller kılavuzu peynircilik etkinlikleri]. In D. Erginsoy Osmanoğlu (Ed.), Generations guide for students with learning disabilities [Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu] (pp. 7-30). Vizetek Publishing.
Özen-Altınkaynak, Ş., Erginsoy-Osmanoğlu, D., Inaltekin, T., Kirman-Bilgin, A. & Erdağı, S. (2025). The views and course practices of science teachers on the psychological resilience of students with learning disabilities. British Journal of Special Education, 52(1), 58–69. https://doi.org/10.1111/1467-8578.12562
Palincsar, A. S., Collins, K. M., Marano, N. L., & Magnusson, S. J. (2000). Investigating the engagement and learning of students with learning disabilities in guided inquiry science teaching. Language, Speech, and Hearing Services in Schools, 31(3), 240-251.
Saraçoğlu, S., & Postallı, E. (2024). Fen bilgisi öğretmenlerinin kapsayıcı eğitime yönelik düşünceleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (61), 2531-2570.
Sari, H., Çevik, M., & Çevik, Ö. (2024). The impact of STEAM (STEM+ arts) activities on learning outcomes in students with specific learning disabilities. Support for Learning, 39(1), 3-21. https://doi.org/10.1111/1467-9604.12462
Senel-Coruhlu, T. S., Calik, M., Er-Nas, S., Cepni, S., Ergul, C., & Almalı, S. K. (2024). Effectiveness of the prediction–observation–explanation strategy on students with mild intellectual disabilities. Asia Pacific Education Review, (online first). https://doi.org/10.1007/s12564-024-09940-x
Senel-Coruhlu, T. & Pehlevan, M. (2021). The effectiveness of the science experimental guidebook on the conceptual understanding of students with learning disabilities. Journal of Science Learning, 4(3), 230-243. https://doi.org/10.17509/jsl.v4i3.30317
Soğukpınar, R., & Gundogdu, K. (2020). Fen bilimleri dersi ve laboratuvar uygulamalarına yönelik öğrenci ve öğretmen görüşleri: bir durum çalışması. IBAD Sosyal Bilimler Dergisi, (8), 275-294. https://doi.org/10.21733/ibad.733953
Sorrells, A. M., Cole, H. A., Pazey, B., & Carter, J. F. (2014). Working with learners with learning disabilities in STEM: Implications for a successful model. STEM education: Strategies for Teaching Learners with Special Needs, 53-65.
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Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215.
Wallace, B., Maker, J., & Cave, D. (2013). Thinking skills and problem-solving-an inclusive approach: a practical guide for teachers in primary schools. David Fulton Publishers.

Examining Science Teachers' Actions and Recommendations for Entrepreneurial Skills in Inclusive Practices

Year 2026, Volume: 14, - , 06.02.2026

Tufan İnaltekin , Arzu Kirman Bilgin , Devrim Erginsoy Osmanoğlu , Şenay Özen Altınkaynak , Selma Erdağı

https://doi.org/10.18009/jcer.1707447

Abstract

Keywords

Science teacher , students with learning disabilities , inclusive practices , entrepreneurship skills

Ethical Statement

The study complies with ethical standards. Participants were informed about the study, participation was voluntary, and their consent was obtained. In addition, ethical permissions were obtained from Kafkas University Social Sciences Ethics Committee (decision dated 10.01.2022 and numbered 28) and Provincial Directorate of National Education (decision dated 03/02/2022 and numbered E-91782061-605.01-42597186).

Supporting Institution

TÜBİTAK

Project Number

This study was supported financially by the Scientific and Technological Research Council of Turkey (TÜBİTAK) projects under grant number 221K148.

Thanks

References

Asghar, A., Sladeczek, I. E., Mercier, J., & Beaudoin, E. (2017). Learning in science, technology, engineering, and mathematics: Supporting students with learning disabilities. Canadian Psychology, 58(3), 238-249. https://doi.org/10.1037/cap0000111
Ayvacı, H, Ş. & Yamaçlı, S. (2022). Science teachers perspective on course design by in-service education with inclusive education. Trakya Journal of Education, 12(1), 203-220.
Bardak, Ş., & Karamustafaoğlu, O. (2016). Investigation of teaching strategies, methods and techniques used by science teachers in the context of pedagogical content knowledge. Amasya Education Journal], 5(2), 567-605. https://doi.org/10.17539/aej.63460
Bello, G., Alabi, H. I., Ahmed, A. R., Sulaiman, M. M. S., Bello, Z. A. B., & Bello, A. A. B. (2020). Biology education and bio entrepreneur opportunities in Nigeria. Nigerian Online Journal of Educational Sciences and Technology, 1(2), 1-17.
Bender, W. N. (2012). Differentiating instruction for students with learning disabilities: New best practices for general and special educators. Corwin Press.
Çapraz, C. (2023). Teaching of solid, liquid and gas substances to students with intellectual disabilities through direct instruction method. International e-Journal of Educational Studies, 7 (13), 170-179. https://doi.org/10.31458/iejes.1238841
Er-Nas, S. & Dilber, Y. (2020). Examination of the instructional process carried out by the science teachers with mainstreaming students diagnosed learning disabilities. Kastamonu Education Journal, 28(4), 1800-1816. https://doi.org/10.24106/kefdergi.4075
Er-Nas, S., İpek-Akbulut, H., Çalik, M., & Emir, M. İ. (2022). Facilitating conceptual growth of the mainstreamed students with learning disabilities via a science experimental guidebook: A case of physical events. International Journal of Science and Mathematics Education, 20(1), 45-67. https://doi.org/10.1007/s10763-020-10140-3
Er-Nas, S., Şenel-Çoruhlu, T., Çalık, M., Ergül, C., & Gülay, A. (2019). Investigating the effectiveness of the science experiments guidebook for students with learning disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education 20(3), 501-534. https://doi.org/10.21565/ozelegitimdergisi.484937
Ergül, C. (2023). Özel gereksinimli öğrenciler ve beceri eğitimi [Students with special needs and skills training]. In D. Erginsoy Osmanoğlu (Ed.), Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu [Generations guide for students with learning disabilities] (pp. 1–7). Vizetek Publishing.
Gebbels, S., Evans, S. M., & Murphy, L. A. (2010). Making science special for pupils with learning difficulties. British Journal of Special Education, 37(3), 139-147.
Govindasamy, P., Abdullah, N. B., & Ibrahim, R. B. (2021, September). Importance of entrepreneurship skills among student with learning disabilities. In Proceedings of International Conference on Special Education (Vol. 4).
Higher Education Council. (2018). Science teaching undergraduate program. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
İnaltekin, T., & Erginsoy-Osmanoğlu, D. (2023). Productive generations guide kavılca wheat activities. [Üreten nesiller kılavuzu kavılca buğdayı etkinlikleri]. In D. Erginsoy Osmanoğlu (Ed.), Generations guide for students with learning disabilities [Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu] (pp. 83-113). Vizetek Publishing.
İnaltekin, T., & Özen-Altınkaynak, Ş. (2023). The producing generations guide digging activities [Üreten nesiller kılavuzu kazcılık etkinlikleri]. In D. Erginsoy Osmanoğlu (Ed.), Generations guide for students with learning disabilities [Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu] (pp. 31-81). Vizetek Publishing.
İnaltekin, T., Samancı, B., & Kirman-Bilgin, A. (2019). Determination of prospective science teachers professional knowledge on entrepreneurship skills. OPUS International Journal of Society Researches, 14(20), 1025-1054. https://doi.org/10.26466/opus.602171
Izzo, M. V., & Bauer, W. M. (2015). Universal design for learning: enhancing achievement and employment of STEM students with disabilities. Universal Access in the Information Society, 14, 17-27. https://doi.org/10.1007/s10209-013-0332-1
Kalaichelvan, T., & Othman, N. (2024). Teachers’ readiness in developing special needs student’s entrepreneurial mindset. International Journal of Advanced Research in Education and Society, 6(2), 783-793. https://doi.org/10.55057/ijares.2024.6.2.68
Kimble, K. M. (2015). Adapted living environment lessons to support all students: A toolkit of strategies and scaffolds for teaching science to students with learning disabilities in an inclusive setting (Doctoral dissertation).
Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
Kirman-Bilgin, A. (2019). Context-based learning and life skills [Bağlam temelli öğrenme ve yaşam becerileri]. In A. Kirman-Bilgin (Ed.), Life skills education in science [Fen bilimlerinde yaşam becerileri eğitimi] (pp. 2–50). Pegem Publishing.
Kirman-Bilgin, A. (2022). Entrepreneurship education in science and 5th - 6th - 7th - 8th grade integrated sample activities. Efe Academy Publishing.
Klimaitis, C. C., & Mullen, C. A. (2021). Including k-12 students with disabilities in stem education and planning for inclusion. Educational Planning, 28(2), 27-43.
Lambie, K. (2020). Project-based learning (PBL) in science, technology, engineering and mathematics (STEM): Perspectives of students with special education needs (SENs) (Unpublished master’s thesis). Western University.
Lestari, A. D. S., Murwani, F. D., Wardana, L. W., & Wati, A. P. (2024). Problems of ınclusive learning in fostering entrepreneurial motivation in students with disabilities: Systematic literature review (SLR). Journal of Educational Analytics, 3(2), 161-180.
Lu, S. Y., Wu, C. L., & Huang, Y. M. (2022). Evaluation of disabled STEAM-students’ education learning outcomes and creativity under the UN Sustainable Development Goal: Project-based learning-oriented STEAM curriculum with micro: bit. Sustainability, 14(2), 679. https://doi.org/10.3390/su14020679
Marino, M. T., Gotch, C. M., Israel, M., Vasquez III, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disability Quarterly, 37(2), 87-99. https://doi.org/10.1177/0731948713503963
Maryanti, R., Hufad, A., Sunardi, S., & Nandiyanto, A. B. D. (2021). Analysis of curriculum for science education for students with special needs in vocational high schools. Journal of Technical Education and Training, 13(3), 54-66.
McGrath, A. L., & Hughes, M. T. (2018). Students with learning disabilities in inquiry-based science classrooms: A cross-case analysis. Learning Disability Quarterly, 41(3), 131-143.
Meehan, M., Fawcett, A. J., Adkins, P., & Pavey, B. (2020). Characteristics of entrepreneurs who experience dyslexia: An interview study on the role of school in supporting an entrepreneurial mindset. Asia Pacific Journal of Developmental Differences, 7(2), 199-233.
Ministry of National Education. (2018). Science lesson curriculum (primary and secondary school 3, 4, 5, 6, 7, and 8th grades) [Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar)]. Board of Education and Discipline.
Ministry of National Education. (2024). Science lesson curriculum (primary and secondary school 3, 4, 5, 6, 7, and 8th grades) [Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar)]. Board of Education and Discipline. https://tymm.meb.gov.tr/ogretim-programlari/fen-bilimleri-dersi
Moon, N. W., Todd, R. L., Morton, D. L., & Ivey, E. (2012). Accommodating students with disabilities in science, technology, engineering, and mathematics (STEM). Atlanta, GA: Center for Assistive Technology and Environmental Access, 8-21.
Mothwa, M. M. (2011). Teachers' experiences of incorporating indigenous knowledge in the Life Sciences classroom. University of Johannesburg (South Africa).
Mustapha, P. G., Mustapha, N. A., & Mustapha, R. I. (2022). Entrepreneurship skills for students with learning disabilities: A review from Malaysian National Curriculum. Journal of Contemporary Social Science and Education Studies, 2(1), 11-25.
National Research Council, Division on Earth, Life Studies, Board on Life Sciences, Committee on a Leadership Summit to Effect Change in Teaching, & Learning. (2009). Transforming agricultural education for a changing world. National Academies Press.
Nolet, V., & Tindal, G. (1994). Instruction and learning in middle school science classes: Implications for students with disabilities. The Journal of Special Education, 28(2), 166-187. https://doi.org/10.1177/002246699402800204
Ocak, İ., & Korkmaz, Ç. (2018). An examination of the views of science and pre-school teachers on nonformal learning environments. International Journal of Field Education, 4(1), 18-38.
Oliveira, A. W., & Brown, A. O. (2022). Experiencing the entrepreneurial side of science: undergraduate students pitching science-based businesses. Entrepreneurship Education, 5(4), 367-397. https://doi.org/10.1007/s41959-022-00087-7
Özen-Altınkaynak, Ş., & Kirman-Bilgin, A. (2023). The producing generations guide dairy activities [Üreten nesiller kılavuzu peynircilik etkinlikleri]. In D. Erginsoy Osmanoğlu (Ed.), Generations guide for students with learning disabilities [Öğrenme güçlüğü olan öğrenciler için üreten nesiller kılavuzu] (pp. 7-30). Vizetek Publishing.
Özen-Altınkaynak, Ş., Erginsoy-Osmanoğlu, D., Inaltekin, T., Kirman-Bilgin, A. & Erdağı, S. (2025). The views and course practices of science teachers on the psychological resilience of students with learning disabilities. British Journal of Special Education, 52(1), 58–69. https://doi.org/10.1111/1467-8578.12562
Palincsar, A. S., Collins, K. M., Marano, N. L., & Magnusson, S. J. (2000). Investigating the engagement and learning of students with learning disabilities in guided inquiry science teaching. Language, Speech, and Hearing Services in Schools, 31(3), 240-251.
Saraçoğlu, S., & Postallı, E. (2024). Fen bilgisi öğretmenlerinin kapsayıcı eğitime yönelik düşünceleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (61), 2531-2570.
Sari, H., Çevik, M., & Çevik, Ö. (2024). The impact of STEAM (STEM+ arts) activities on learning outcomes in students with specific learning disabilities. Support for Learning, 39(1), 3-21. https://doi.org/10.1111/1467-9604.12462
Senel-Coruhlu, T. S., Calik, M., Er-Nas, S., Cepni, S., Ergul, C., & Almalı, S. K. (2024). Effectiveness of the prediction–observation–explanation strategy on students with mild intellectual disabilities. Asia Pacific Education Review, (online first). https://doi.org/10.1007/s12564-024-09940-x
Senel-Coruhlu, T. & Pehlevan, M. (2021). The effectiveness of the science experimental guidebook on the conceptual understanding of students with learning disabilities. Journal of Science Learning, 4(3), 230-243. https://doi.org/10.17509/jsl.v4i3.30317
Soğukpınar, R., & Gundogdu, K. (2020). Fen bilimleri dersi ve laboratuvar uygulamalarına yönelik öğrenci ve öğretmen görüşleri: bir durum çalışması. IBAD Sosyal Bilimler Dergisi, (8), 275-294. https://doi.org/10.21733/ibad.733953
Sorrells, A. M., Cole, H. A., Pazey, B., & Carter, J. F. (2014). Working with learners with learning disabilities in STEM: Implications for a successful model. STEM education: Strategies for Teaching Learners with Special Needs, 53-65.
Turan, Z., & Atila, G. (2021). Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, 39(4), 506-524.
Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215.
Wallace, B., Maker, J., & Cave, D. (2013). Thinking skills and problem-solving-an inclusive approach: a practical guide for teachers in primary schools. David Fulton Publishers.

There are 51 citations in total.

Details

Primary Language	English
Subjects	Science Education
Journal Section	Research Article
Authors	Tufan İnaltekin 0000-0002-3843-7393 Arzu Kirman Bilgin 0000-0002-5588-7353 Devrim Erginsoy Osmanoğlu 0000-0003-4698-7499 Şenay Özen Altınkaynak 0000-0002-6614-4168 Selma Erdağı 0000-0003-0235-2678
Project Number	This study was supported financially by the Scientific and Technological Research Council of Turkey (TÜBİTAK) projects under grant number 221K148.
Submission Date	May 27, 2025
Acceptance Date	October 13, 2025
Publication Date	February 6, 2026
Published in Issue	Year 2026 Volume: 14

Cite

APA	İnaltekin, T., Kirman Bilgin, A., Erginsoy Osmanoğlu, D., Özen Altınkaynak, Ş., & Erdağı, S. (2026). Examining Science Teachers’ Actions and Recommendations for Entrepreneurial Skills in Inclusive Practices. Journal of Computer and Education Research, 14. https://doi.org/10.18009/jcer.1707447

Aim & Scope

Journal of Computer and Education Research (JCER) (ISSN 2148-2896) is an international open access peer-reviewed journal. In order to reveal the knowledge of computer and education world scientifically, JCER includes qualitative and quantitative studies about educational sciences and all the areas of field education, meta-analysis studies which inclusively evaluate the body of literature, model proposals and similar authentic writings. Besides, current studies which use advanced research/statistical methods and techniques are given priority. In addition to the studies’ competence in terms of methodology, it is also the main publishing criterion to present an original and new contribution to the field.

In accordance with this general purpose, by publishing the qualified research results on education JCER aims at being a qualified source of information for researchers who produce information about computer and educational sciences and practitioners who use the produced information.

JCER is an international standard peer-reviewed journal which is published in order to reveal the knowledge in the education field of computer and education world and to deal with them with a scientific way. It considers the articles which are related to pre-school, elementary school, secondary school, high school, university and postgraduate education subjects, which investigate the problems related to computer and education world, which propose solutions, and which include development/innovations and have qualities for the profession.

Adult Education; Art Education; Biology Education; Chemistry Education; Collaborative and Group Learning; Democracy Education; Democratic Citizenship And Human Rights Education; Distance Education; Early Childhood Education; Education and Culture; Education Management and Planning; Education Psychology; Education Technology; Environmental Education; E-Learning; First Literacy Education; Foreign Language Education; Geography Education; Health Education; History Education; Instructional Design; Lifelong Learning; Mathematics Education; Multicultural Education; Music Education; Philosophy Education; Physical and Sports Education; Physics Education; Program, Learning and Teaching in Higher Education; Program, Learning and Teaching in Preschool Education; Program, Learning and Teaching in Primary Education; Program, Learning and Teaching in Secondary Education; Psychological Advice and Guidance; Psychology Education; Quantification and Consideration; Science Education; Social Studies Education; Sociology Education; Special Education; Teaching and Learning Technologies; Teacher Training; Thinking Education; Turkish Education; Vocational Technical Education; Web-Based Learning Platforms

Author Guidelines

Journal of Computer and Education Research is an international academic refereed journal accepting educational articles in all social and science fields. It started to be published in 2013 and is featured two times in a year in March and October. Our journal is indexed in“TR Dizin, Index Copernicus, DRJI, Cite Factor, OAJI, The Norwegian Register for Scientific Journals, Series and Publishers(NSD), NewJour, Research Bible, Academia Social Sciences Index (ASOS), Turkish Education Index, Academic Index, SCIPIO, Academic Keys and Scientific Indexing Service”. By publishing original research papers, it aims to be a qualified source of data for researchers who study on computer and educational sciences and people who use this data. To gather all the experiences in the education field of the computer and education world, JCER accepts quantitative and qualitative studies in all the fields of educational sciences and of field education, meta-analysis studies comprehensively reviewing the related literature, model suggestions and other similar original writings. Also, special priority is given to up-to-date studies using advanced research/statistical methods and techniques. Besides the methodological efficacy of studies, original and new contributions to the field are also among the basic criteria for the publication of a study.
Articles sent to the journal are evaluated in a double-blind system. Journal accepts articles in Turkish and English.
Articles whose full papers are in Turkish must have abstracts both in Turkish and English.
Articles whose full papers are in English must not have abstract in Turkish.
Articles sent for publication in the journal are first evaluated by the editor, and if approved, they are sent to two referees, who are university faculty members expert in the related field. The referees are asked to evaluate the articles in 30 to 45 days. In line with the views of the referees, the editorial board decides whether to publish or reject the article. Then, the author is contacted and informed about the process.
1. The text should start with “Introduction”, which includes the purpose, scope, the related approaches in literature and the method applied in the study. At the end of the text, there should be “Discussion and Conclusion” part in which the findings obtained are presented and “Suggestions” if there are any.
2. All the paragraphs in the main text should start with an indentation of 1,25 cm. Including the notes and references, the font-size should be 11, and the font-character be Palatino with a line-space of 1,5. The text should be placed on the page with a space of 3cm on the left, 2 cm on the right, 4 cm from the top and 3 cm from the bottom without giving any page number.
3. The Turkish title of the article should be written in bold-type using the font-size of 14; the font-character of Palatino; 15 words at most and all with capital letters; aligned in the middle; and followed by an English title written in bold-type using the font-size of 12; the font-character of Palatino; aligned in the middle; and all the words only with the initial letters being capital. Just below the English title, the names of the authors should be written in bold-type using the font-size of 12 and the font-character of Palatino aligned in the middle.
Note with a number (1) should show the writer’s corporate address and note with a star (*) should show corresponding authors e-mail address. Titles and status shouldn’t be mentioned.
The Turkish and English abstracts should be placed under the names of the authors. The abstracts should be written using the font-size of 10 and the font-character of Palatino, aligned on both sides. One-line space should be left under the abstract, and at least 3 and at most five keywords should be written.
4. Figures, pictures, graphics and charts should be numbered in order, and the order should be mentioned; titles should be written over where it is necessary for the text. If they are cited, the reference should be given as footnotes.
5. The names of the tables and figures should be written in bold-type using the font-size of 10 and the font-character of Palatino, aligned on the left. The writings in the tables and figures should be in font-type of 10 with the font-character of Palatino. Horizontal lines should be used for the table demonstration.
6. The text to be sent should be typed using the word processor of Ms Word.
7. While giving references in the text, the APA 7 style, one of the common methods of citing references in social sciences, should be used. It is the authors’ responsibility whether the references are correct or not. The notes and references should be separated. If there are any notes, they should be numbered in the text and placed at the bottom of the page in order.
8. In studies sent to the journal, special attention should be paid to language use in terms of spelling, punctuation, grammatical accuracy, clarity, comprehensibility and so on. Therefore, the author is responsible for any problems and criticism likely to occur.
The texts sent to JCER should be written using the American Psychological Association (APA) style while giving the references and footnotes
JCER Reference Examples

If you are thinking about sending articles to our journal, we suggest you read the publishing policy and author guide in the about the journal section. Writers must register in the system before submitting their articles. After the registration, they can start the submission process which has five steps. Readers are suggested to register in article notification service. This process can be started by clicking the register button from the upside of the journal home page. Readers who registered in this system will get the contents of each new issue via e-mail. As stated in the privacy policy of the journal, personal information and e-mail addresses of the writers will definitely not be used for other purposes. We suggest the research libraries join this journal in their electronic source collection. It should be mentioned that open source publishing system of the journal can be proper for the academicians who use the library. More information about open source publishing system can be found on the web page of Public Knowledge Project. Writers can release their articles which are published in this journal in their personal websites or institutional archieves before and after the publication by referencing the journal. This journal provides instant access to its articles because of adopting the belief that releasing the academic studies to the community without any charge will increase the global share of the knowledge. The stage of copy arrangement aims to develop the fluency, clarity, grammar, word choice, and structure of the article. This is the last chance for the writer to make significant changes in his/her article because there will only be editing on typesetting and form of the article in the next stage. As the article which is ready for copy arrangement is in MS Word or .rtf format, it can be easily prepared as a word processing document. Two methods are suggested here. The first one is using the “track changes” feature of the MS Word. However, if this method is chosen, writer, copy editor, and editor must be able to have access to the software. The second suggested method is not related with a software and was taken here with the permission of Harward Educational Review. Journal editor can change these instructions and make them more proper for the operation of the journal.
Copy arrangement systems
1. When the “tracking changes” feature of the MS Word in the tools of the menu bar is activated, copy editor can make the changes which are thought necessary. The texts s/he adds can be seen in a different colour while the texts s/he removes from the article are seen as strikethrough, coloured, or deleted in the page margin. Copy editor can write the sentences which s/he wants to ask the writer or editor between square brackets. The article edited by the copy editor is uploaded in the system to be sent to the editor. Editor reviews the article and asks for writer’s opinions. The editor can change the editing they think are proper in a normal form by conforming them, they can change or make new additions or extractions in a different colour if they desire. If there are questions between square brackets, the writer and editor should answer them in these brackets. After the editors’ and writers’ checking up, copy editor reviews the article as a last time and confirms the changes. Then, the article gets ready for the page order and typesetting. 2. Instructions to make electronic arrangements in the article draft by using Harward Educational Review. While making electronic arrangements in the draft article, follow these steps: Responding to the suggested changes İf you are confirming the suggested changes, change the text to the normal font from bold. If you do not confirm the suggested changes, write the original sentences again and make it bold. Adding or removing texts: Mark your additions by making them bold. Write the extractions between squared brackets as in the examples: [ extracted texts]. If you are removing one sentence or more than one, write a note in the related part: Example; [ 2 sentences removed: extracted text]. Answering the question directed to the Writer: Do not do treat any way or not delete the question directed to the writer, leave them bold in the text. Write your answer at the end of the question as in the example: [ writers note: method is broadened as you suggested]. Making comment: use the comment part to explain the arrangement of the article or high amount of changes: Example; [comment: the paragraph above moved here from page 5]. Note: while numbering the pages, use page numbers which are in the printed copy sent you. Page numbers can change in the process of electronic operations.
An example of the electronic arrangement
First copy editor document: The copy editor of the journal add a question to be directed to the writer in the necessary points after reviewing the text for fluency, clarity, grammar, word choice, and form. Then, uploads the article to the journal web page and sends a note to the writer asking him to check the article.
• Writer arrangement copy: before making significant changes about the form and layout of the article whose first arrangement completed, the writer should get the editor’s thoughts. S/he should answer all the questions directed to him/her by confirming or refusing the suggested changes. After completing this process, writers should change the document name to the WriternameQAR.doc from WriternameQA.doc (example: LeeQA.doc instead of LeeQA.doc) and upload the document to the journal website.
• Last copy arrangement: Copy editor of the journal will confirm the writer’s changes and prepare the last copy by unifying the answers and the text. S/he will alert the page layout editor to complete the forming process after uploading the last copy to the journal webpage.

Ethical Principles and Publication Policy

The following ethical duties and responsibilities are written in the light of the guide and policies made by Committee on Publication Ethics (COPE).

Ethical Responsibilities of Authors

The authors who submit their manuscripts to JCER are expected to comply with the following ethical responsibilities:
• Author(s) must submit original studies to the journal. If they utilize or use other studies, they must make the in-text and end-text references accurately and completely.
• People who have not contributed to the study at the intellectual level should not be indicated as author.
• If the manuscripts submitted to be published are subject of conflicting interests or relations, these must be explained.
• During the review process of their manuscripts, author(s) may be asked to supply raw data. In such a case, author(s) should be ready to submit such data and information to the editorial and scientific boards.
• Author(s) should document that they have the participants' consent and the necessary permissions related with the sharing and research/analysis of the data that are used.
• Author(s) bears the responsibility to inform the editor of the journal or publisher if they happen to notice a mistake in their study which is in early release or publication process and to cooperate with the editors during the correction or withdrawal process.
• Authors cannot submit their studies to multiple journals simultaneously. Each submission can be made only after the previous one is completed. A study published in another journal cannot be submitted to JCER.
• Author responsibilities given in a study (e.g.: adding an author, reordering of author names) whose review process has begun cannot be changed.

Ethical Responsibilities of Editors

The editor and field editors of JCER should hold the following ethical responsibilities that are based on the guides "COPE Code of Conduct and Best Practice Guidelines for Journal Editors" and "COPE Best Practice Guidelines for Journal Editors" published as open Access by Committee on Publication Ethics (COPE).
General duties and responsibilities
Editors are responsible for each study published in JCER. In this respect, the editors have the following roles and responsibilities:
• Making efforts to meet the demand for knowledge from readers and authors,
• Ensuring the continuous development of the journal,
• Managing the procedures aimed to improve the quality of the studies published in the journal,
• Supporting freedom of expression,
• Ensuring academic integrity,
• Following the procedures without making concessions on intellectual property rights and ethical standards,
• Being transparent and clear in issues that require correction or explanation.

Ethical Responsibilities of Reviewers

The fact that all manuscripts are reviewed through "Blind Review" has a direct influence on the publication quality. This process ensures confidentiality by objective and independent review. The review process at JCER is carried out on the principle of double blind review. Reviewers do not contact the authors directly, and the reviews and comments are conveyed through the journal management system. In this process, the reviewer views on the evaluation forms and full texts are assigned to the author(s) by the editor. Therefore, the reviewers doing review work for JCER are supposed to bear the following ethical responsibilities:
Reviewers must
agree to review only in their subject of expertise.
review in an unbiased and confidential manner.
inform the editor of the journal if they think that they encounter conflict of interests and decline to review the manuscript during the review process.
dispose the manuscripts they have reviewed in accordance with the principle of confidentiality after the review process. Reviewers can use the final versions of the manuscripts they have reviewed only after publication. review the manuscript objectively and only in terms of its content and ensure that nationality, gender, religious and political beliefs, and economic apprehension do not influence the review. review the manuscript in a constructive and kind tone, avoid making personal comments including hostility, slander and insult. review the manuscript they have agreed to review on time and in accordance with the ethical rules stated above. ipts they have reviewed in accordance with the principle of confidentiality after the review process. Reviewers can use the final versions of the manuscripts they have reviewed only after publication.
review the manuscript objectively and only in terms of its content and ensure that nationality, gender, religious and political beliefs, and economic apprehension do not influence the review.
review the manuscript in a constructive and kind tone, avoid making personal comments including hostility, slander and insult.
review the manuscript they have agreed to review on time and in accordance with the ethical rules stated above.

Unethical Behaviour
Should you encounter any unethical act or content in JCER apart from the ethical responsibilities listed above, please notify the journal by e-mail at jcer.editor.in.chief@gmail.com

Cite: http://egitimvebilim.ted.org.tr/index.php/EB/pages/view/guideForAuthors#ethicalResponsibilitiesOfPublisher

Price Policy

Yükseköğretim Kurulu’nun 07.03.2019 tarihli Genel Kurulunda alınan kararı (https://www.uak.gov.tr/DuyuruBelgeleri/2022/yagmac%C4%B1-saibeli-dergiler-hk-duyuru-25012022.pdf ):
“Yükseköğretim Kurulu’nun 07.03.2019 tarihli Genel Kurulunda alınan karar gereği, 07.03.2019 sonrası yayımlanmış makaleler için geçerli olmak üzere; makale kabulünden sonra yayımlanması için yazardan ücret veya ek ücret talep eden dergiler (yağmacı / şaibeli dergiler), bu ilişkinin bir çıkar çatışması içermesi nedeniyle doçentlik başvurularında (beyannamede) kullanılamaz.” açıklaması kapsamında dergimize makale başvurusu sırasında kabul/red şartına bağlı olmaksızın makale işlem ücreti alınmaktadır. Ancak bu ücretin ödenmesinin makalenizin kabul edilmesi anlamına gelmediğini hatırlatmakta yarar var..

Gönderilen çalışmaların işlenmesi ve izlenmesi sürecinde maliyetleri karşılamak için ön değerlendirme, editörlük inceleme, dil kontrolü hizmeti, sekreterlik, yazım imla, APA kaynakça kontrol, mizanpaj kontrol vb. nedenlerden dolayı ücret talep etmekteyiz. Bu sebeple gerekli ücreti ödenmeyen makalelerin süreci başlamayacaktır.

Gönderim ücreti ödenip onaylandıktan sonra makaleler, alanı ile ilgili editöre atanır ve kör hakemlik değerlendirme süreci başlar. Göndereceğiniz makale işlem ücreti hesap bilgisine Gönderi Hazırlık Listesinden ulaşabilirsiniz. Ücret yatırıldıktan sonra info.jcer@gmail.com mail adresine makalenizin ID numarasını belirleterek bilgilendirme yapılmalıdır.

Indexes

Citation Indexes

	Index Copernicus
	OAJI
	CiteFactor
	SOBIAD
	ERIH PLUS
	DRJI
	TR Dizin
	CrossRef

Other Indexes

	Open Ukrainian Scientific Citation Index
	Index Copernicus
	Cite Factor
	DRJI
	OAJI
	SOBIAD
	ERIH PLUS
	KOAR
	TR Dizin
	EuroPub

Journal Boards

Dergi Yöneticisi

Tamer KUTLUCA

Education

Editorial Board

Osman BİRGİN

Classroom Measurement Practices, Mathematics Education

Gulay EKİCİ

Education, Curriculum and Instration , Educational Psychology

Orhan KARAMUSTAFAOĞLU

Prof.Dr. (Amasya Üniversitesi)

Education, Physics Education, Science Education

Michal SİMANE

I graduated at the Department of Educational Sciences at the Faculty of Arts at Masaryk University, where, during his Bachelor, Master and PhD studies, I mainly focused on the history of pedagogy and education. Currently, I work as the head of the Department of Social Sciences at the Institute of Lifelong Learning of Mendel University and as the deputy director for research and science at the same institute. I am specialising mainly in research focused on Czech history of pedagogy and education in the 19th and 20th century. During my PhD study I worked as a co-researcher of the project of Czech Science Foundation called "Everyday life of primary schools as seen by teachers in the so-called Normalization period - Use of oral history method in the study of contemporary history of education" and a number of internal projects such at those funded by Masaryk University Development Fund. Currently, I am the principal investigator of another project of the Czech Science Foundation called "Secondary Technical School in Socialist Czechoslovakia from the History of the Everyday Life Point of View - Oral History Interviews with Teachers. In connection with my professional activities, I have also appeared at several requested lectures both in the Czech Republic and abroad and have published by myself or in co-authorship several studies both in Czech and foreign professional periodicals.

Education

Özcan ÖZYURT

Prof. Dr. Özcan Özyurt, Karadeniz Teknik Üniversitesi Fen Fakültesi, Yazılım Geliştirme Bölümü'nde görev yapan bir akademisyendir. Araştırma alanları arasında Bilgisayar Bilimleri, Doğal Dil İşlemesi, İnsan Bilgisayar Etkileşimi, Metin/Doküman İşleme, Yazılım ve Yazılım Mühendisliği yer almaktadır. Özyurt, yüksek lisans ve doktora derecelerini Karadeniz Teknik Üniversitesi'nden almıştır. Yurt içi ve yurt dışı birçok dergide makale yayımlamış ve çeşitli projelerde görev almıştır. Eğitim alanında da deneyimli olan Özyurt, yazılım mühendisliği, veri tabanı yönetimi, tasarım, web tabanlı eğitim, insan bilgisayar etkileşimi ve veri bilimi gibi konularda dersler vermektedir.

Information and Computing Sciences, Distributed Computing and Systems Software (Other), Data Analysis, Computer Software

Gökhan DAĞHAN

Education

José María FERNáNDEZ BATANERO

Education

Dzintra ILİšKO

Ph.D. Dzintra Iliško is a Professor of Education at the Institute of Humanities and Social Sciences at Daugavpils University, Latvia. She has an experience in academic work as a university teacher, researcher, editor, reviewer of journals, and participant in projects in education. She is an expert in psychology and education, an editor-in-chief of the Journal Discourse and Communication for Sustainable Education, and a member of the editorial board in five international peer-reviewed journals in education. Her research interests are teacher education, inclusive education, religious education, and sustainability competencies. She has over 100 journal articles, book chapters, and conference proceedings. Dzintra Iliško has implemented and coordinated local projects and Erasmus+ projects (eg Erasmus+ projects “ESD: SuperVision 4.0” and ERASMUS project." ORCID: https://orcid.org/0000-0002-2677-6005)

Education

Pedro TADEU

Professor in the field of Mathematics Education at Polytechnic of Guarda (IPG);
Post-Doc in Problem-solving Skills at Kindergarten (Institute of Education, Faculty of Education, Sakarya University, Turkey);
PhD in Science and Technology - specialization in Didactical Mathematics (UTAD University, Vila-Real);
Master's degree in Mathematics Education ( UBI University - Covilhã);
Degree in Mathematics Education (Faculty of Education, Coimbra University);
Coordinator of Center for Studies in Education and Innovation (CI&DEI - Guarda Section - https://www.ipv.pt/cidei/coord.htm) from December 2018;
Dean of HEI - School of Education, Communication and Sport, Polytechnic of Guarda, from 12/01/2015 until 14/01/2019;
Member of the Executive Commission of CEI - (Centro de Estudos Ibéricos - http://www.cei.pt/cei/estrutura.htm) from 12/01/2015 until 14/01/2019;
Member of the board of UDI (Research Unit for Inland Development - http://www.ipg.pt/udi/) from 02/2012 until 12/2014;
Develops research in mathematics education, ICT, multicultural education, pre-school and primary school education, and inclusion and innovation.
Has several scientific publications and designed activities with different HEI from Spain, Italy, Greece, Turkey, Sweden, Ireland, Denmark, Lithuania, Latvia, Romania, Czech Republic, Hungary, Belgium, Germany, Albania, Uzbekistan, Chile, Brazil, Colombia, Mexico, Costa Rica, Peru among others
He is an evaluator for ERASMUS+ Portuguese Agency and European COST projects.

Applied Computing, Education, Early Childhood Education, Primary Education, Mathematics Education, Statistics

Burçin GÖKKURT ÖZDEMİR

Dr. Gökkurt Özdemir, Karadeniz Teknik Üniversitesi Fatih Eğitim Fakültesi Ortaöğretim Matematik Alanları Eğitimi Matematik Öğretmenliği programından 2007 yılında tezsiz yüksek lisans derecesi ile mezun oldu. Bütünleşik doktora eğitimini 2010-2014 yılları arasında Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı, Matematik Eğitimi Bilim Dalı’nda yapmıştır. 2011-2015 yılları arasında Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi’nde araştırma görevlisi olarak çalışan Dr. Gökkurt Özdemir, 2015 yılında Bartın Üniversitesi Matematik ve Fen Bilimleri Eğitimi Bölümü, Matematik Eğitimi Ana Bilim Dalı’na öğretim üyesi olarak atanmıştır. 2018 yılında doçent unvanı alan Dr. Gökkurt Özdemir’in çalışma alanları arasında teknoloji destekli matematik öğretimi, geometri öğretimi, pedagojik alan bilgisi, akıl ve zekâ oyunları, problem çözme, problem kurma ve kavram yanılgıları yer almaktadır. Yürüttüğü ve yürütmekte olduğu çalışmalar Birleşmiş Milletler 2030 Sürdürülebilir Kalkınma Amaçlarından Amaç 4: Nitelikli Eğitim ile ilişkilidir. Dr. Gökkurt Özdemir’in ulusal ve uluslararası alanda çok sayıda araştırması bulunmakla birlikte lisans ve lisansüstü düzeyde çeşitli dersler yürütmüştür. 2023 yılında profesörlük unvanı alan Dr. Burçin Gökkurt Özdemir, halen Bartın Üniversitesi Matematik Eğitimi Ana Bilim Dalı'nda görev yapmaktadır.

Mathematics Education

S. Sadi SEFEROĞLU

Computer Aided Design in Visual Communication, Augmented Reality, Human-Computer Interaction, Information Literacy, Instructional Technologies, Adult Education, Teacher Education and Professional Development of Educators

Fakhra AZİZ

I am a dedicated education professional with a progressive vision for the future of education in Pakistan. With over 75 national and international publications and presentations at prestigious conferences, I am committed to aligning Pakistan's educational system with global standards, both in thought and technical advancement. My vision includes realistic, long-term and short-term educational planning aimed at achieving both national and institutional goals.
Currently, I serve as the Head of STEM Education at the Faculty of Education, Lahore College for Women University (LCWU), a role I have held since February 9, 2021. I am also an Associate Professor (TTS) at LCWU, a position I have been in since June 27, 2020. In my professional capacity, I teach subjects such as research methods, leadership and management, and educational psychology at the postgraduate level. Additionally, I supervise MS and PhD research works, edit two research journals (JASS and IJEER), and act as the focal person for the selection of resource persons.
Prior to my current roles, I was an Assistant Professor (TTS) at LCWU from June 2014 to June 2020, where I held similar responsibilities. I also served as an Assistant Professor on contract from September 2013 to June 2014, and as an Assistant Professor (IPFP) from September 2012 to August 2013.
My educational journey includes two postdoctoral studies: one in 2023 on educating early against climate change at the University of Nottingham, UK, and another in 2019 on leadership intellectual stimulation and faculty organizational commitment at Dicle University, Diyarbakir, Turkey. I earned my PhD in Educational Leadership from the Institute of Education and Research, University of the Punjab, Lahore, Pakistan in 2012. Additionally, I hold a Masters in Science Education (with distinction) from the same institute, completed in 1996.
My research interests lie in leadership and management, educational psychology, and ICT. I strongly believe in hard work and professional ethics, which encompass commitment, integrity, and authenticity. My goal is to foster an educational system in Pakistan that is both progressive and in harmony with global advancements.

Education Management, Early Childhood Education

Hasan BAKIRCI

Primary Education

Aysel ARSLAN

Aysel ARSLAN, Sivas-Türkiye'de doğdu. İlkokulu Sivas'ta okudu. Ortaokul ve liseyi açık öğretim programlarından tamamladı. Lisans eğitimini 2010-2014 yılları arasında Sivas Cumhuriyet Üniversitesi Türkçe Öğretmenliği Bölümünde tamamladı. Yüksek Lisans eğitimini 2014-2017 yılları arasında Sivas Cumhuriyet Üniversitesinde, doktora eğitimini 2017-2021 yılları arasında Atatürk Üniversitesinde Eğitim Programları ve Öğretim Anabilim Dalında tamamladı. 2023 yılında alanında Doçent unvanını aldı. 2017-2018 yılları arasında Gaziantep Şahinbey merkez ilçede Türkçe Öğretmeni olarak görev yaptı. 2018-2022 yılları arasında Sivas Cumhuriyet Üniversitesi Sağlık Hizmetleri MYO'da öğretim görevlisi olarak, 2022-2023 yılları arasında Sivas Cumhuriyet Üniversitesi Eğitim Fakültesi, Eğitim Bilimleri Bölümünde Dr. Öğr. Üyesi olarak, 2023 yılından itibaren Doçent olarak görev yapmaktadır. Alanında çok sayıda makale, bildiri ve kitap bölümü yayınlamıştır. Evli ve iki çocuk annesidir.

Education, Open and Distance Learning, Curriculum and Instration , Curriculum Development in Education, Curriculum Evaluation in Education, Lifelong learning, Adult Education, Philosophy of Education

Osman SOLMAZ

Osman Solmaz is an associate professor of English Language Teaching at Dicle University, Türkiye. He received his Ph.D. degree from the interdisciplinary Second Language Acquisition and Teaching (SLAT) doctoral program at the University of Arizona. His research interests include teacher education, linguistic landscapes, digital literacies, social media, the implementation of technology in second language teaching and learning.

English As A Second Language, Sociolinguistics, Applied Linguistics and Educational Linguistics, Instructional Technologies