Study of Turkish Preschool Teachers' Attitudes toward Science Teaching

Date

2011-01-01

Author

Erden, Feyza

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This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers' Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers' attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers' characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching.

Subject Keywords

Attitudes, Early years, Quantitative research, Teacher beliefs

URI

https://hdl.handle.net/11511/38136

Journal

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION

DOI

https://doi.org/10.1080/09500693.2010.511295

Collections

Department of Elementary and Early Childhood Education, Article

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Citation Formats

F. Erden, “Study of Turkish Preschool Teachers’ Attitudes toward Science Teaching,” INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, pp. 1149–1168, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38136.