Previous researches on early childhood teachers´ attitudes
toward science teaching reveals that they feel anxiety and fear regarding
science classes. Sometimes, teaching students´ experience with science
have a significant influence on their attitude toward science and science
teaching. This prior experience has been frequently joined to remember
abstract concepts, and it determine what they guess about science teaching
in early childhood. In order to assess teacher trainee´s pre-existing attitudes
and beliefs toward science teaching in early years, we used a preschool
teachers’ attitudes and beliefs toward science teaching questionnaire
developed and validated for Maier, Greenfield and Bulotsky-Shearer
(2013). Aspects such as science knowledge or ability to create science related activities, at the beginning, are very poorly valued by future
teachers of early childhood education. The main reason is the poor
knowledge that they have about science in general. We can conclude that it
is important that future teachers of early childhood education should
understand importance to teach science to children.Funding was provided by the group HUM613 of the Universidad de Granad
