Investigating Preservice Teachers’ Environmental Literacy through their Epistemological Belief

Date

2009-04-17

Author

Teksöz Tuncer, Gaye
Yılmaz Tüzün, Özgül
Öztürk, Gökhan

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People’s understanding about a scientific topic is related to their point of view about knowledge, in other words, their epistemological beliefs (Kardash & Scholes, 1996; Schommer, Crouse, & Rhodes, 1992). Therefore, it is required to investigate the effects of people’s epistemological beliefs on their attitude and behavior about the environmental issues. Teachers play central role in attaining the goals of the environmental education and have multiplier effects on future generations’ awareness, thus, the aim of this study was to find relationships between preservice teachers’ (PTs) environmental behavior and their epistemological beliefs. The instruments to be used for detecting PTs is, Environmental Literature Test, developed by National Environmental Education and Training Foundation (NEETF & Roper, 2005), and that for detecting epistemological beliefs is the Schommer’s (1990) questionnaire on the Epistemological beliefs. Sample of this study constituted 560 PTs from of a university. Multiple Regression analysis results indicated that for environmental behavior mean scores, three of the predictors - attitude, concern and innate ability- contributed significantly to the model. These three factors explained the 32, 6 % of the variability in the environmental behavior mean scores (adjusted R2 = 0,326, F (3, 553) =90,081, p < .00).

URI

https://narst.org/sites/default/files/2019-07/2009_Abstracts.pdf
https://hdl.handle.net/11511/73475

Collections

Department of Secondary Science and Mathematics Education, Article

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Citation Formats

G. Teksöz Tuncer, Ö. Yılmaz Tüzün, and G. Öztürk, “Investigating Preservice Teachers’ Environmental Literacy through their Epistemological Belief,” 2009, Accessed: 00, 2021. [Online]. Available: https://narst.org/sites/default/files/2019-07/2009_Abstracts.pdf.