Introduction: Commercialization of Academic Science and a New Agenda for Science Education

Irzık, Gürol

doi:10.1007/s11191-013-9583-8

Cited by 23 publications

(14 citation statements)

References 17 publications

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“…Other than these two relationships, academia and industry can also work together. Some professors work at a university and company at the same time (Irzik 2007(Irzik , 2013Mirowski and Sent 2002;Stephan 1996). Many scientists are employed in the private sector to become CEOs, or they run their own business while they continue to work at their university (Irzik 2007).…”

Section: Economics Of Science (Eos)mentioning

confidence: 99%

“…There are benefits and drawbacks of commodification and commercialization. For example, commercialization contributes to increasing the innovation in academia, to provide new job opportunities, to develop university-industry relationships, knowledge capitalization and, therefore, to economic and social development (Etzkowitz 2008;Irzik 2013). Moreover, it allows funders to make profits through research, which increases funding opportunities for scientists to conduct their research projects.…”

Section: Economics Of Science (Eos)mentioning

confidence: 99%

“…Within this context, cooperation between academia and industry was identified (Etzkowitz 2008), and the supply and demand relationship between academia and the industry was determined (Stephan 1996). It has been mentioned that scientists may work in academic institutions or industrial places, or in both at the same time (Irzik 2007(Irzik , 2013Mirowski and Sent 2002;Stephan 1996). "Funding of research at academic institutions" indicated that the government, industry and/or business provide funding for the scientific research (Erduran and Mugaloglu 2013;Irzik 2007;Radder 2010;Stephan 1996).…”

Section: The Development Of the Sami Cycle Frameworkmentioning

confidence: 99%

“…This is represented in the cycle within scientific ethos. "Commodification and commercialization of science" referred to how the results of scientific knowledge became marketable commodities by the mechanisms of intellectual property (Irzik 2007(Irzik , 2013Oliver 2004;Radder 2010). Therefore, the development of scientific products is highlighted here.…”

Section: The Development Of the Sami Cycle Frameworkmentioning

confidence: 99%

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Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

et al. 2018

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Particular social aspects of the nature of science (NOS), such as economics of, and entrepreneurship in science, are understudied in science education research. It is not surprising then that the practical applications, such as lesson resources and teaching materials are scarce. The key aims of this article are to (a) synthesize perspectives from the literature on economics of science (EOS), entrepreneurship, NOS and science education in order to have a better understanding of how science works in society, and (b) illustrate how such a synthesis can be incorporated in the practice of science education. The main objectives of this article are to (1) argue for the role and inclusion of EOS and entrepreneurship in NOS; (2) explore the issues emerging in the 'financial systems' of the Family Resemblance Approach (FRA) to NOS and propose the inclusion of contemporary aspects of science, such as EOS and entrepreneurship into NOS; (3) conceptualize NOS, EOS and entrepreneurship in a conceptual framework to explain how science works in the society; and (4) transform the theoretical knowledge of how science operates in society into practical applications for science teaching and learning. The conceptual framework that we propose illustrates the links between State, Academia, Market and Industry (the SAMI cycle framework). We suggest practical lesson activities to clarify how the theoretical discussions on the SAMI cycle framework can be useful and relevant for classroom practice. In this article, science refers to physics, chemistry and biology. However, we also recommend an application of this framework to other sciences to reveal their social-institutional side.

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Section: Economics Of Science (Eos)mentioning

confidence: 99%

Section: Economics Of Science (Eos)mentioning

confidence: 99%

Section: The Development Of the Sami Cycle Frameworkmentioning

confidence: 99%

Section: The Development Of the Sami Cycle Frameworkmentioning

confidence: 99%

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Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

et al. 2018

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“…In particular, the preservice teachers may have encountered some examples in lessons such as nature of science and history of science related to unscientific use of some of the activities carried out by scientists. Again, in recent years, it is increasingly stated that science is becoming commercialized (Irzik, 2013). This situation may have led to a high perception of risk among the preservice teachers.…”

Section: Discussionmentioning

confidence: 99%

Preservice Teachers’ Knowledge Levels, Risk Perceptions and Intentions to Use Renewable Energy: A Structural Equation Model

Demirbağ¹,

Yılmaz²

2020

Journal of Education in Science, Environment and Health

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Feng Shui as Pseudoscience

Matthews

2019

Feng Shui: Teaching About Science and Pseudoscience

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Introduction: Commercialization of Academic Science and a New Agenda for Science Education

Cited by 23 publications

References 17 publications

Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

Preservice Teachers’ Knowledge Levels, Risk Perceptions and Intentions to Use Renewable Energy: A Structural Equation Model

Feng Shui as Pseudoscience

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