Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning

Abstract The purpose of this study was to test predictability environmental moral reasoning patterns preservice science teachers (PSTs) by their epistemological beliefs and values. Four dilemma scenarios that reflect different situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used trigger examine PSTs. Centers concerns ecocentric, anthropocentric, egocentric) underlying reasons considerations (e.g., aesthetical concerns, justice issues) investigate PSTs' patterns. Data collected from 1524 PSTs enrolled six universities located Central Anatolia region Türkiye. A path model proposed relationships values for each scenario. Results indicated good‐fit between data the tested Variances scores explained models had small medium effect size 0.06 0.26. Statistical significance direction showed changes depending on scenario context focus reasoning. Nevertheless, analyses consistently revealed positively significant categories omniscient authority self‐transcendence tradition Implications education policy practice are discussed.