Özgül YILMAZ TÜZÜN, Büşra TUNCAY YÜKSEL, Gaye TEKSÖZ

Küresel ve Yerel Çevre Sorunlarının Gerekçelendirilmesinde Etik: Cinsiyet ve Sınıf Seviyesinin Etkileri

Bu çalışmada 120 fen bilgisi öğretmen adayının çevresel sorunlar karşısında sergiledikleri çevresel ahlaki muhakeme örüntüleri ile cinsiyet ve sınıf seviyesinin bu örüntüler üzerindeki etkileri incelenmiştir. Veri toplama sürecinde, katılımcılardan kendilerine yerel ve küresel örnek olaylar şeklinde sunulmuş olan ormansızlaşma, elektronik atıklar, petrol sızıntıları ve küresel ısınma sorunlarıyla ilgili kaygılarını yazılı olarak ifade etmeleri istenmiştir. Katılımcıların ifadeleri içerik analizi ile incelenmiş ve çevre-merkezli, insan-merkezli ve çevresel kaygılar içermeyen ifadelerin frekansları hesaplanmıştır. Çıkarımsal analizler sonucunda çalışmaya katılan kadın ve erkek öğretmen adaylarının çevresel ahlaki muhakeme örüntüleri arasında anlamlı bir fark bulunmazken sınıf seviyesinin çevresel ahlaki muhakeme örüntüleri üzerinde anlamlı bir etkisinin olduğu sonucuna varılmıştır. Katılımcıların çevresel ahlaki muhakeme örüntüleri ve çevresel problemlerin yerel veya küresel olma durumunun bu örüntüler üzerindeki etkisi betimsel analizler yoluyla da incelenmiş ve elde edilen sonuçlar çevre eğitimi kapsamında tartışılmıştır

Effects of Gender and Grade Level on Environmental Moral Reasoning Patterns

The purpose of this study was to examine environmental moral reasoning patterns of 120 preservice science teachers together with the effects of gender and grade level on these reasoning. For data collection, participants were asked to write their concerns about four environmental problems (i.e., deforestation, electronic waste, oil spills, global warming) each of which were presented as local and global cases. Content analysis was performed on the participants’ written statements and frequencies of the statements reflecting ecocentric, anthropocentric, and nonenvironmental moral reasoning were calculated to be used in descriptive and inferential analyses. While analyses did not reveal statistically significant difference between environmental moral reasoning patterns of males and females, grade level was found to have statistically significant effect. In addition to general patterns in pre-service science teachers’ environmental moral reasoning, findings were also interpreted for local and global environmental problem dichotomy. Implications for environmental education were discussed

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