PRESERVICE TEACHERS' DECISION-MAKING ON INVASIVE SPECIES MANAGEMENT: A KNOWLEDGE–ACTION DISCONNECT ACROSS CONTEXTS

Decisions about invasive species management often require individuals to balance ecological knowledge with ethical considerations and practical constraints, particularly in everyday and educational contexts. Grounded in frameworks of ecological literacy and socioscientific issues, this study conceptualizes invasive species management as a context-dependent decision-making process that integrates scientific knowledge, ethical reasoning, and professional judgment. Using scenario-based inquiry, 191 Korean preservice biology teachers responded to two contrasting situations involving red-eared slider turtles (Trachemys scripta elegans): managing an abandoned pet in a household context and addressing overpopulation within a school breeding program. Qualitative content analysis revealed notable discrepancies between preservice teachers’ understanding of invasive species and ecosystem-disrupting species, as well as inconsistencies between articulated ecological concerns and recommended actions. Decision-making patterns differed markedly by context, with household scenarios shaped primarily by emotional and practical considerations, whereas institutional scenarios emphasized professional responsibility and institutional management. These findings highlight persistent gaps in preservice teachers’ understanding of invasive species management and demonstrate the powerful influence of context on professional judgment. The study highlights important implications for science teacher education, particularly the need to foster integrated decision-making competencies that connect ecological understanding, ethical reasoning, and context-sensitive decision-making for managing invasive species. Keywords: invasive species, ecosystem disruption, preservice teachers, decision-making, scenario-based learning, science education, biology teacher education