An examination of knowledge, thoughts, and attitudes toward microplastics in the context of science teacher education

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.