Büşra Tuncay-Yüksel, Özgül Yılmaz-Tüzün, Dana L. Zeidler
{"title":"Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning","authors":"Büşra Tuncay-Yüksel, Özgül Yılmaz-Tüzün, Dana L. Zeidler","doi":"10.1002/tea.21889","DOIUrl":null,"url":null,"abstract":"<p>The purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and examine environmental moral reasoning of PSTs. Centers of moral concerns (i.e., ecocentric, anthropocentric, egocentric) and underlying reasons of environmental moral considerations (e.g., aesthetical concerns, justice issues) were used to investigate PSTs' environmental moral reasoning patterns. Data were collected from 1524 PSTs enrolled in six universities located in Central Anatolia region of Türkiye. A path model was proposed to test relationships of PSTs' epistemological beliefs and values to their environmental moral reasoning for each environmental moral dilemma scenario. Results indicated good-fit between study data and the path model tested for each environmental moral reasoning scenario. Variances in environmental moral reasoning scores that were explained by the path models had small to medium effect size values of 0.06 to 0.26. Statistical significance and direction of the tested relationships showed changes depending on the moral dilemma scenario context and focus of environmental moral reasoning. Nevertheless, path analyses consistently revealed positively significant relationships between environmental moral reasoning categories and epistemological beliefs in omniscient authority and self-transcendence and tradition values. Implications for science education policy and practice are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"60 9","pages":"2111-2144"},"PeriodicalIF":3.6000,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21889","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/tea.21889","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and examine environmental moral reasoning of PSTs. Centers of moral concerns (i.e., ecocentric, anthropocentric, egocentric) and underlying reasons of environmental moral considerations (e.g., aesthetical concerns, justice issues) were used to investigate PSTs' environmental moral reasoning patterns. Data were collected from 1524 PSTs enrolled in six universities located in Central Anatolia region of Türkiye. A path model was proposed to test relationships of PSTs' epistemological beliefs and values to their environmental moral reasoning for each environmental moral dilemma scenario. Results indicated good-fit between study data and the path model tested for each environmental moral reasoning scenario. Variances in environmental moral reasoning scores that were explained by the path models had small to medium effect size values of 0.06 to 0.26. Statistical significance and direction of the tested relationships showed changes depending on the moral dilemma scenario context and focus of environmental moral reasoning. Nevertheless, path analyses consistently revealed positively significant relationships between environmental moral reasoning categories and epistemological beliefs in omniscient authority and self-transcendence and tradition values. Implications for science education policy and practice are discussed.
期刊介绍:
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.