Teaching science and technology at primary school level: theoretical and practical considerations for primary school teachers' professional training.

This paper focuses on the importance of starting science and technology education at a young age and at the consequential importance of providing primary school teachers with enough professional background to be able to effectively incorporate science and technology into their teaching. We will discuss a large-scale program in The Netherlands that is aimed at the professionalization of elementary school teachers in the field of science and technology. Theoretical and practical considerations will be provided for the three pillars that ideally should be included in teacher training programs in this domain: (1) Primary school teachers’ knowledge of and competency in scientific concepts and scientific reasoning; (2) Primary school teachers’ attitude towards science (in terms of cognitive, affective, and behavioural dimensions of attitude); and (3) Primary school teachers’ pedagogical competency to enhance inquiry-based learning