Attitudes of preschool teachers towards the importance of science teaching in preschool - preliminary study

Abstract

Beyond the family, preschool teachers play a vital role in shaping children’s attitudes towards exploration and inquiry, particularly in relation to the world around them and the field of science. This paper examines the attitudes of preschool teachers towards the significance of science education within the preschool curriculum. A comparative analysis is conducted between the perspectives of experienced in-service teachers and future teachers, with data gathered through questionnaires administered after their participation in science-focused teacher trainings. The study specifically focuses on physics experiments in preschool and examines the perspectives of both experienced teachers who have been instrumental in shaping the Alpha Generation, as well as future teachers who belong to the Z generation. Key findings revealed a discrepancy in familiarity with and perceptions of physics experiments between experienced teachers and future educators. Notably, it sheds light on the need for enhanced professional development programs to bolster science teaching skills among educators. By understanding the attitudes of preschool teachers, this research aims to identify areas for improvement and develop strategies to bolster the quality of science education in early childhood. This preliminary study serves as a foundation for further comprehensive analysis and emphasizes the significance of empowering educators to effectively integrate science into preschool curricula.