EVALUATION OF THE ATTITUDE OF BUSINESS EDUCATION TEACHERS IN TEACHING AND LEARNING OF THE SUBJECT TO PROMOTE PRACTICAL SKILLS IN THE STUDENTS

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EVALUATION OF THE ATTITUDE OF BUSINESS EDUCATION TEACHERS IN TEACHING AND LEARNING OF THE SUBJECT TO PROMOTE PRACTICAL SKILLS IN THE STUDENTS

CHAPTER ONE

INTRODUCTION

Background of the study

Business education-literate individuals can understand the core concepts and principles of business education, the correlation between business education and humanities, and the differences between business education (Hodson, 2003). However, business education education aims to make students gain scientific literacy by not only teaching them scientific information and the functioning of the scientific process, but also by directing their attitudes towards business education throughout the learning process (AAAS, 1990). In this case, it is seen that also in our country the applied or practiced business education curriculums in the last decade, have included the field of affective learning and the matter of attitude under this learning field (Ministry of National Education, [MoNE], 2005; 2006; 2013; 2017).

The attitudes towards the field of business education can be simply defined as whether individuals like or dislike business education (Yaşar, & Anagün, 2008). When examined thoroughly, the business education attitudes can be accepted as cognitive and affective dimensions that are effective in the development of scientific literacy while learning, approaching, and distributing scientific information (Hand, Prain, Lawrence, & Yore, 1999). The cognitive dimension includes having a scientific understanding, being able to do a scientific research, and reasoning. The affective dimension is to create positive attitudes towards scientific topics and implementation (Wu et al., 2012). In addition to this, the interests in business education, attitudes towards scientists, and features like sense of social responsibility about scientific topics are also associated with the affective dimension of scientific literacy (Lee, & Erdogan, 2007).

1.2 Statement of the problem

It is, in many ways, one of the desired outcomes of education for students to have positive attitudes towards business education. The positive attitudes would influence the career choices of students in the fields of business education, technology, engineering, and mathematics (Karahan, Canbazoğlu Bilici, & Ünal, 2015). It is also important to develop attitudes towards business education to create a public that is knowledgeable about scientific topics, and raise business education-literate citizens who appreciate the value of business education (Hillman, Zeeman, Tilburg, & List, 2012; National Research Council [NRC], 2012). Moreover, the factors that influence scientific process skills, include also the attitudes towards business education (Demir, 2007).

Objectives of the study
To understand the impact of school teachers’ attitude towards business education on the teaching of business education
To understand the relationship between school teachers’ attitude towards business education and the teaching of business education