Analysis of Environmental Risk Perceptions and Scores of Preservice Science Teachers in Terms of Some Variables

Abstract

This research aims to determine the environmental risk perceptions of preservice science teachers (PSTs) and compare their risk scores in relation to different variables. The research participant group consisted of PSTs (N = 205) from the Faculty of Education in the Department of Science Education at Bolu Abant İzzet Baysal University in Turkey. The environmental risk perception scale (ERPS) was used as a data collection tool and the environmental risk perception interview form (ERPIF) was used during the interviews. A survey model was used in the research. An enriched design in which quantitative and qualitative analyses were used together was included. Quantitative results from the research show “radiation,” “factory waste,” and “hazardous (chemical) waste,” as environmental problems that PSTs consider the riskiest. The least risky environmental problems were “overgrazing of animals in meadows and pastures,” “commercial fishing,” and “open mining.” According to the qualitative interview results, “air pollution” and “factory waste” were seen as the riskiest environmental problems, while “environmental waste” was considered the least risky environmental problem. In addition, while the females had a higher environmental risk perception than the males, there was a significant difference between the 3rd and 4th levels with 4th level PSTs favoring a higher environmental risk perception. There was no significant difference between the environmental risk perception scores of the PSTs depending on whether they took an environmental course or not; neither was there any significant difference issuing from the educational status of PSTs’ parents.