This study explored infield prekindergarten
teachers’ attitudes and beliefs toward teaching science to
young children. In addition, prekindergarten teachers’
previous and future interests in science-related professional
development were assessed. Data were collected through a
self-report measure, the preschool teacher attitudes and
beliefs toward science. The sample consisted of 112
prekindergarten teachers. Findings suggest prekindergarten
teachers may be more comfortable with conducting and
integrating science activities and understanding the benefits
of science for young children’s global development than
previously thought. However, teachers continue to indicate
feelings of inadequacy and anxiety toward their own sci￾ence knowledge and ability to support children’s scientific
learning. Future research should examine additional
methods of assessing science teaching in prekindergarten
classrooms, such as direct observation, as well as the
impact of professional development on attitudes, beliefs,
and practices of prekindergarten teachers when teaching
science.

j236

Perpustakaan FITK Pusat

Tersedia

• Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children Evelaine Pendergast1 • Rebecca G. Lieberman-Betz1

Share :