Ecocentric, Anthropocentric, and Antipathetic Attitudes Towards the Environment of Science Teachers Working in Türkiye and the United States of America

Understanding the root causes of environmental problems is one of the most crucial steps toward addressing these issues. Environmental issues are not solely the concern of a single country but a common matter for the entire world, with their effects being felt on a global scale. Therefore, collaboration among individuals and societies and the development of a collective consciousness are considered vital for resolving environmental issues. People's attitudes and behaviors toward the environment play a significant role in efforts to address these problems. In this context, examining individuals' levels of environmental awareness, their approaches to environmental issues, and the underlying reasons for their behaviors can provide valuable insights into solution processes. This study focuses on identifying attitudes toward the environment through three perspectives: ecocentric (environment-centered), anthropocentric (human-centered), and anti-environmental (negative) approaches. The research aims to compare the attitudes of science teachers working in Türkiye and the United States within the framework of these three dimensions. The study group consists of 51 science teachers working in Balıkesir, Türkiye, and 67 science teachers working in middle schools in the state of Texas, USA. Specifically, it seeks to determine whether these attitudes differ between the two countries. A quantitative research method was adopted for the study, employing a survey model. The data collection instrument used in the research was the Ecocentric and Anthropocentric Attitudes Toward the Environment scale, developed by Thompson and Barton (1994), and its Turkish adaptation, completed by Erten (2007). The collected data were analysed using Mann-Whitney U tests. The findings revealed significant differences in the environmental attitudes of Science Education teachers in Türkiye compared to their counterparts in the United States. Particularly, teachers in Türkiye demonstrated more positive results in terms of environment centered attitudes. In conclusion, this research underscores the essential role and responsibilities of educators in addressing environmental issues. The study is expected to contribute significantly to the processes of raising environmental awareness and shaping environmental education on a global scale. Furthermore, it highlights the necessity of designing educational policies and curricula that strengthen positive attitudes toward the environment. The findings obtained in this study are considered a valuable reference for advancing environmental education at both national and international level.