Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-07-29 DOI:10.1002/tea.21889
Büşra Tuncay-Yüksel, Özgül Yılmaz-Tüzün, Dana L. Zeidler
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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.

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认识论信念和价值观对职前科学教师环境道德推理的预测作用
本研究旨在考察职前科学教师的认识论信仰和价值观对其环境道德推理模式的可预测性。本研究采用四个环境道德困境情境,反映了发生在四种户外娱乐情境(远足、野餐、钓鱼、露营)中的不同环境道德困境情境,以触发和检验志愿者的环境道德推理。利用道德关注中心(生态中心、人类中心、自我中心)和环境道德考虑的潜在原因(审美关注、正义问题)来研究PSTs的环境道德推理模式。数据收集自在基耶省中部安纳托利亚地区6所大学注册的1524名pst。在不同的环境道德困境情境下,提出了一个路径模型来检验pst的认识论信念和价值观与其环境道德推理的关系。结果表明,在每个环境道德推理场景中,研究数据与路径模型之间的拟合良好。由路径模型解释的环境道德推理得分的方差具有小到中等的效应值,为0.06至0.26。被测关系的统计显著性和方向随道德困境情境情境和环境道德推理焦点的变化而变化。然而,路径分析一致地揭示了环境道德推理类别与全知权威、自我超越和传统价值观的认识论信仰之间的正显著关系。讨论了对科学教育政策和实践的启示。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
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.
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