Dr. Sila Kaya-Capocci is an Assistant Professor of Science Education at Agri Ibrahim Cecen University in Agri, Turkey. She holds international degrees in science education (undergraduate education in Turkey; M.Sc. in the UK; Ph.D. at UL, Ireland; postdoc at DCU, Ireland) and has international teaching experience at primary, post-primary, and university levels. Dr. Kaya-Capocci’s expertise involves the areas of formative assessment, entrepreneurship, and STEM education, where she has international publications. Dr. Kaya-Capocci is mainly interested in understanding how entrepreneurship and STEM education work together and developing students’ entrepreneurial STEM understanding and skills in STEM contexts. She has been involved in and coordinated national and international projects. She managed an EU funded project, entitled Assessment of Transversal Skills in STEM (ATS-STEM), aimed to enhance digital assessment of second-level students’ transversal skills in STEM by developing a framework and teaching, learning, and assessment materials for this aim. Another project she managed was entitled Women as Catalyst for Change in STEM Education (STEMChAT, SFI funded project) aimed to encourage female post-primary students to pursue STEM subjects and careers. The project brought post-primary students together with the company managers, academics, and STEM undergraduates. She has also worked as an Editor of an education supplement for students as part of a national newspaper series in Ireland. This teaching and learning resource was a secondary-level science supplement that aimed to assist teachers in formulating assessment, aid with familiarisation of the new Irish syllabus, and promote critical and creative thinking. Dr. Kaya-Capocci holds editorial and reviewer positions at different national and international journals. Dr. Erin Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in Science Education and Director of the Center for Social Equity through Science Education at George Mason University in Fairfax, Virginia, USA. Dr. Peters-Burton’s research agenda is based in social justice and she pursues projects that help students who feel excluded in science classes become more aware of the scientific enterprise and how scientific knowledge is generated. She is interested in the nexus of the nature of science, science teacher pedagogical content knowledge, computational thinking, and educational psychology. She is PI for an NSF-funded research project entitled, Fostering Student Computational Thinking with Self-Regulated Learning, which has developed an electronic notebook that prompts students to think computationally with self-regulated learning strategies while collecting analytics on student learning (SPIN; Science Practices Innovation Notebook). She has been co-PI for two NSF-funded grants, Opportunity Structures for Preparation and Inspiration in STEM (OSPrI) and Developing aModel of STEM-Focused Elementary Schools (eSTEM) that have empirically identified criteria for the design of successful inclusive STEM high schools and elementary schools. In addition, Dr. Peters-Burton is an editor of the STEM Road Map curriculum series published by NSTA Press, which is a K-12 curriculum based on 5-week problem-based learning modules that integrate STEM, English language arts, and social studies concepts and practices. Dr. Peters-Burton is an Associate Editor of the journal School Science and Mathematics.

• PART 1: Entrepreneurial Mind of STEM Education in Theory.- Chapter 1. The Link between Entrepreneurship and STEM Education.- Chapter 2. Strengthening Bridges between STEM Education and Entrepreneurship: Pathways to societal empowerment towards sustainability.- Chapter 3. Cultivating Entrepreneurial Leadership Skills through STEM Education.- Chapter 4. Innovative Pedagogy and Practice for E-STEM Learning.- Chapter 5. An Entrepreneurial STEM Teaching Framework: Integrating business and STEM education.- PART 2: Example Practices for Fostering an Entrepreneurial STEM Mindset.- Chapter 6. Increasing the Pro-entrepreneurial Attitude of Students through Interdisciplinary Action in STEM Related Fields.- Chapter 7. From Think Tank to Shark Tank: Engineer to entrepreneur.- Chapter 8. Educating for STEM: Developing entrepreneurial thinking in STEM (EntreSTEM).- Chapter 9. Fostering an Entrepreneurial Mindset through Project-based Learning and Digital Technologies in STEM Teacher Education.- Chapter 10. Back to School: An examination of teachers’ knowledge and understanding of entrepreneurship education.- Chapter 11. Integrated and Innovative STEM Education: The Development of a STEM Education Minor.- PART 3: Empirical Results of Enhancing an Entrepreneurial STEM Mindset.- Chapter 12. Fostering Integrated STEM and Entrepreneurial Mindsets through Design Thinking.- Chapter 13. Inspiring the Next Generation of Innovators Through a Multidisciplinary Entrepreneurship and STEM Educational Outreach Programme.- Chapter 14. Pitching STEM: A Communicative Approach to Entrepreneurship in STEM Classrooms.- PART 4: The Ways of Conducting an Assessment of Entrepreneurial STEM Education.- Chapter 15. Bioengineering as a Vehicle to Increase the Entrepreneurial Mindset.- Chapter 16. Theatre-based Creativity Activities for the Development of Entrepreneurial Mindsets in Engineering.- Chapter 17. The Use of Digital Formative Assessment for Integrated Entrepreneurial STEM Education.