Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education

Deniz Sarıbaş; Ertan Çetinkaya

doi:10.33418/education.1416579

EN TR

Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education

Abstract

Environmental education should empower learners to internalize the concept that their ecological niche is an integral component of the larger environment, nurturing a moral and ethical understanding of the reciprocity inherent in their relationship with nature. Emotive reasoning is a crucial aspect of this eco-ethical perspective. From this perspective, this study aims to explore pre-service early childhood teachers’ (PECTs) emotive reasoning about an environmental issue. The researchers created a scenario about an environmental issue including ethical dilemmas of protecting wildlife and environment and human needs. The researchers listed nine possible options and asked the participants to choose one or more of these options and elaborate on their responses in their reflections. Fifty-three PECTs participated in this study. The researchers coded the participants’ responses in each category and analyzed the participants’ decision and elaboration levels in their reflections independently. The results indicate an accumulation mostly in the categories of diffusion of responsibility, compassion, anger, and righteous indignation. The results also revealed mostly a high level of judgment and a high and moderate level of elaboration in PECTs’ emotive reasoning. The results suggest that pre-service teacher education should be revised to include well-defined environmental cases to examine pre-service teachers' emotive reasoning, thus increasing their environmental awareness in environmental education. This exploration is also important to understand their emotive reasoning about wildlife issues and enable them to effectively incorporate this understanding into their teaching practices.

Keywords

Pre-service teachers, emotive reasoning, environmental issue

Ethical Statement

The study has been performed in accordance with the ethical standards and approved by Educational Sciences Ethics Committee. Its approval number is E-42048860-020-19625.

Okul Öncesi Öğretmen Adaylarının Bir Çevre Konusuyla İlgili Duygusal Akıl Yürütmeleri: Çevre Eğitiminde İyi Tanımlanmış Çevresel Vakaların Kullanımı

Abstract

Çevre eğitimi, öğrencilerin ekolojik nişlerinin daha geniş çevrenin ayrılmaz bir bileşeni olduğu kavramını içselleştirmelerini sağlamalı ve doğa ile ilişkilerinde var olan karşılıklılığa dair ahlaki ve etik bir anlayışı beslemelidir. Duygusal muhakeme, bu eko-etik perspektifin önemli bir yönüdür. Bu perspektiften hareketle, bu çalışma okul öncesi öğretmen adaylarının (OÖÖA'lar) bir çevre sorununa ilişkin duygusal muhakemelerini keşfetmeyi amaçlamaktadır. Araştırmacılar, vahşi yaşamın ve çevrenin korunması ile insan ihtiyaçları arasındaki etik ikilemleri içeren bir çevre sorunu hakkında bir senaryo oluşturmuşlardır. Araştırmacılar dokuz olası seçeneği listelemiş ve katılımcılardan bu seçeneklerden birini veya daha fazlasını seçmelerini ve yanıtlarını yansıtmalarında detaylandırmalarını istemiştir. Bu çalışmaya elli üç OÖÖA katılmıştır. Araştırmacılar, katılımcıların her bir kategorideki yanıtlarını kodlamış ve katılımcıların yansıtmalarındaki kararlarını ve detaylandırma düzeylerini bağımsız olarak analiz etmiştir. Sonuçlar en çok sorumluluk dağılımı, merhamet, öfke ve haklı kızgınlık kategorilerinde bir yığılma olduğunu göstermektedir. Sonuçlar ayrıca, OÖÖA'ların duygusal akıl yürütmelerinde çoğunlukla yüksek düzeyde yargılama ve yüksek ve orta düzeyde detaylandırma olduğunu ortaya koymuştur. Bu çalışmanın sonuçları, hizmet öncesi öğretmen eğitiminin, öğretmen adaylarının duygusal muhakemelerini incelemek için iyi tanımlanmış çevresel vakaları içerecek şekilde revize edilmesi gerektiğini ve böylece çevre eğitiminde çevresel farkındalıklarının artırılması gerektiğini göstermektedir. Bu araştırma, öğretmen adaylarının yaban hayatı konularındaki duygusal akıl yürütmelerini anlamak ve bu anlayışı öğretim uygulamalarına etkili bir şekilde dahil etmelerini sağlamak açısından da önemlidir.

Keywords

Öğretmen adayları, duygusal muhakeme, çevre sorunu

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Details

Primary Language

English

Subjects

Teacher Education and Professional Development of Educators, Development of Physical Education and Education Programs

Journal Section

Research Article

Authors

Deniz Sarıbaş ^*
0000-0002-4839-7858
Türkiye

Ertan Çetinkaya
0000-0002-5232-4125
Kyrgyzstan

Early Pub Date

September 26, 2024

Publication Date

September 26, 2024

Submission Date

January 8, 2024

Acceptance Date

July 3, 2024

Published in Issue

Year 2024 Number: 54

DOI

https://doi.org/10.33418/education.1416579

IZ

https://izlik.org/JA27FD74SU

APA

Sarıbaş, D., & Çetinkaya, E. (2024). Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education. Educational Academic Research, 54, 50-69. https://doi.org/10.33418/education.1416579

AMA

1.Sarıbaş D, Çetinkaya E. Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education. Educational Academic Research. 2024;(54):50-69. doi:10.33418/education.1416579

Chicago

Sarıbaş, Deniz, and Ertan Çetinkaya. 2024. “Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education”. Educational Academic Research, nos. 54: 50-69. https://doi.org/10.33418/education.1416579.

EndNote

Sarıbaş D, Çetinkaya E (September 1, 2024) Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education. Educational Academic Research 54 50–69.

IEEE

[1]D. Sarıbaş and E. Çetinkaya, “Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education”, Educational Academic Research, no. 54, pp. 50–69, Sept. 2024, doi: 10.33418/education.1416579.

ISNAD

Sarıbaş, Deniz - Çetinkaya, Ertan. “Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education”. Educational Academic Research. 54 (September 1, 2024): 50-69. https://doi.org/10.33418/education.1416579.

JAMA

1.Sarıbaş D, Çetinkaya E. Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education. Educational Academic Research. 2024;:50–69.

MLA

Sarıbaş, Deniz, and Ertan Çetinkaya. “Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education”. Educational Academic Research, no. 54, Sept. 2024, pp. 50-69, doi:10.33418/education.1416579.

Vancouver

1.Deniz Sarıbaş, Ertan Çetinkaya. Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education. Educational Academic Research. 2024 Sep. 1;(54):50-69. doi:10.33418/education.1416579

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Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education

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Ethical Statement

Okul Öncesi Öğretmen Adaylarının Bir Çevre Konusuyla İlgili Duygusal Akıl Yürütmeleri: Çevre Eğitiminde İyi Tanımlanmış Çevresel Vakaların Kullanımı

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