Teachers’ Sensitivity towards Technology and Environmental Ethics

Abstract

The purpose of the current study was to determine the science and classroom teachers’ ethical sensitivities towards the issues of technology and the environment. Thus, the current study was conducted on 239 science and classroom teachers. The study employed the mixed method, in which qualitative and quantitative methods are used together. The quantitative dimension of the study is comprised of a survey, which was developed by the researchers. The qualitative dimension of the study comprised of three scenarios created by the researchers. Two of these scenarios are related to the environment and the other one is related to biotechnology. As a result of the study, the teachers’ ethical sensitivities towards technology and environmental issues were found to be high. For some items in the questionnaire significant differences in gender-based, branch-based, and professional experience were found. The results obtained from the scenarios revealed that while science teachers adapt more realistic approaches to the events, the classroom teachers make decisions for the future. It would be useful to organize in-service training and ethical awareness training for teachers who are in the beginning of their professional lives.

Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology

“…The authors state that "rapid development and infiltration of technology in every aspect of the society to the point that technology has become an indispensable part of our daily lives, may have had an effect of equalizing difference between males and females." (Islahi 2019, p. 45) [43] Ceyhan and Sahin (2018) [45] came to a similar result for teachers' technological knowledge. Stöckert et al (2020) [76], on the other hand, report findings of significant gender differences within pre-service teachers and other university students, when it comes to social aspects or interests related to technology.…”

“…The same group found that university students' social adjustment to technology differs significantly with their faculty affiliation. Ceyhan (2018) [45] also reports that teachers' ethical opinions about technology vary with their branches (e.g., science teacher or classroom teacher). This can be of interest since the natural science disciplines (e.g., math, informatics, physics, and biology) might be more closely related to technological topics than human and social subjects are (such as psychology, politics, or languages).…”

“…(Ceyhan and Sahin 2018, p. 2) [45] Therefore, teachers need to be capable of assessing and exploiting the profound possibilities that technologies can provide for an educational process [43]. Personal values, convictions, and attitudes affect those capabilities and eventually the learning outcome of the students [44].…”

Information-Educational Environment as a Condition of Formation of Gifted Children's Informational-Digital Competence

“…The first requirement is development of informational culture and competence of subjects of environment (Busra & Nurettin, 2018;Panchenko, 2011;Volchegorskaya et al, 2018). It means competent use of information tools for educational purposes, formation of ability to work with them, carefully and critically select information from electronic resources.…”

“…Also, a number of other scientists (Busra & Nurettin, 2018;Galazka & Trinder, 2018;Malach & Kristova, 2017) consider the educational environment to be a means of creation of positive learning atmosphere, a condition of learning success. It includes various equipment, creative and optimistically-oriented communication between the participants of educational process.…”