Reflections with regard to Entrepreneurial Project (E-STEM) Process on the Life Skills of Prospective Science Teachers: A Qualitative Stud

The aim of this research is to reflect on the influence of E-STEM education on the life skills (analytical thinking, decision making, creative thinking, entrepreneurship, communication, team work) as identified by the MEB of prospective science teachers. A phenomenological research design was used in the study. The research was carried out in the spring semester of 2017- 2018 over a total of 12 weeks. The participants who took part in the study consisted of 30 prospective science teachers. The study group was chosen based on a purposeful sampling method. The data were obtained from 24 prospective teachers who answered an open-ended questionnaire, and from a focus group interview with six prospective science teachers. Data were analyzed with the use of content analysis technique. Based on the results, some science teacher candidates expressed positive opinions about the E-STEM education process in terms of improving their decision making, analytical thinking, creative thinking, communication and entrepreneurship skills. In contrast, some of the prospective science teachers indicated that the E-STEM process had a positive impact on teamwork skills, while others pointed out that they had a negative impact on these same skills. In addition, some of the prospective science teachers pointed out that the E-STEM process has positive effects on research skills, innovative thinking, risk taking, psychomotor and problem solving skills. Based on these results, courses related to the development of entrepreneurial project (E-STEM) in prospective science teacher education can be provided