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An examination of knowledge, thoughts, and attitudes toward microplastics in the context of science teacher education
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A study of 142 Turkish science teacher candidates found that while most could define microplastics by size, few gave scientifically accurate definitions, and knowledge alone did not translate into waste-reduction behaviors. Improving how future science educators understand microplastic pollution is essential, as they will shape public literacy on an issue with growing implications for environmental and human health.
This study analyzes the knowledge levels, perceptions, and attitudes of science teacher candidates in Turkey regarding microplastics, aiming to inform educational programs that enhance awareness of this global environmental issue. The research data were collected using a data collection instrument designed to evaluate the knowledge, risk perceptions, and waste-reduction attitudes regarding microplastics of a total of 142 science teacher candidates, aged between 19 and 22. Data were collected using a tool with three dimensions and seven open-ended questions and analyzed through content analysis. Findings revealed that while most participants defined microplastics based on size, only a small proportion provided scientifically accurate definitions. Participants exhibited varying awareness levels regarding the environmental impacts of microplastics and potential solutions, but knowledge alone did not guarantee behavior change. Factors such as living conditions, lack of awareness, and sensitivity levels posed significant challenges to altering habits. These results highlight the need for educational programs that go beyond knowledge dissemination to foster sustainable behavioral changes through practical applications. Integrating microplastic-related topics into curricula at all levels is essential to enhance awareness and encourage environmentally responsible behaviors. Addressing these gaps in education can help mitigate the impacts of microplastic pollution and contribute to global sustainability efforts in a meaningful and lasting way. The results of this study indicate that revealing teacher candidates’ knowledge, thoughts, and attitudes regarding microplastics represents an important step toward the development of sustainable education programs.
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An Examination of Knowledge, Thoughts, and Attitudes Toward Microplastics in the Context of Science Teacher Education
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This study looked at what science teachers know and think about microplastics - tiny plastic particles that can get into our food, water, and bodies. The research found gaps in teachers' understanding of microplastics, which matters because teachers play a key role in educating the next generation about these health and environmental concerns. Better teacher education about microplastics could help students make more informed choices about plastic use and understand potential health risks.
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A survey of 406 residents in Kütahya Province, Turkey found generally good public awareness of microplastic pollution, with significantly higher awareness scores among women, younger adults, university graduates, and residents of more developed regions. These demographic disparities highlight the need for targeted education campaigns to close awareness gaps and drive behavioral change in reducing microplastic pollution.
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This systematic review examines public awareness and understanding of microplastic pollution around the world. The findings show that gender and education level are key factors in how people perceive microplastic risks, and that more research is needed on how awareness translates into behavior changes that could reduce plastic pollution and its health impacts.
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