Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children

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• 作者：Evelaine Pendergast ; Rebecca G. Lieberman-Betz…
• 关键词：Prekindergarten ; Science ; Attitudes ; Beliefs ; Professional development
• 刊名：Early Childhood Education Journal
• 出版年：2017
• 出版时间：January 2017
• 年：2017
• 卷：45
• 期：1
• 页码：43-52
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Learning and Instruction; Education, general; Sociology of Education; Sociology, general;
• 出版者：Springer Netherlands
• ISSN：1573-1707
• 卷排序：45

文摘

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 science 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.