Preschool pre-service teachers' scientific attitudes for sustainable professional development


  • Ahmet Sakin Sakarya University


Abstract The purpose of study was to identify the scientific attitudes for Sustainable Professional Development of pre-service teachers in the Preschool Education program. The research was conducted on true experimental design and we used post-test control group design, a quantitative research approach. A total number of 89 university students were included and “Scientific Attitude Inventory” (SAI-II) was used to determine the scientific attitudes of pre-service teachers. When the attitude score means of the control group were examined, it was found that the students with the highest scores from the sub-dimensions were included in the willingness to do scientific studies sub-dimension. Based on results, it is seen that the average scientific attitude scores of the experiment group is higher than the control group and scientific attitudes are important for sustainable professional development. © 2016 IJCI & the Authors. Published by International Journal of Curriculum and Instruction (IJCI). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) ( Keywords: Preschool education, pre-service teacher, scientific attitudes, sustainability, professional development



Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early Stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11(3), 719.

Bodzin, A., & Gehringer, M. (2001). Can meeting actual scientists change students’ perceptions of scientists. Science and Children, 39(1), 36-41.

Campbell, Richard L., & Martinez-Perez, Luis, A. (1976, April). A study of relationships of science attitudes, achievement and self-concept of pre-service teachers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, 49th, San Francisco, California, Retrieved from ERIC database. (ED125898)

Caradonna, J. L. (2014). Sustainability: A History; New York, USA: Oxford University Press, Retrieved from

Carter, K. & Doyle, W. (1996). Personal narrative and life history in learning to teach. (pp. 120-142) In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education New York, NY: Simon & Schuster Macmillan.

Choi, J., & Kang, W. (2019). Sustainability of cooperative professional development: focused on teachers’ efficacy. Sustainability, 11(3), 585.

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.

Coulson, R. (1992). Development of an instrument for measuring attitudes of early childhood educators towards science. Research in Science Education, 22(1), 101–105.

Dahl, T. (2019). Prepared to teach for sustainable development? student teachers’ beliefs in their ability to teach for sustainable development. Sustainability, 11(7), 1993.

Demirbaş, M.; Yağbasan, R. (2006). Fen bilgisi öğretiminde bilimsel tutumların işlevsel önemi ve bilimsel tutum ölçeğinin türkçeye uyarlanma çalışması [Functional importance of scientific attitudes in science teaching and adaptation of scientific attitude scale to Turkish]. Uludağ üniversites,, Eğitim Fakültesi Dergisi 19(2), 271-299.

Demirbaş, M. (2009). The relationships between the scientist perception and scientific attitudes of science teacher candidates in Turkey: A case study. Scientific Research and Essay. 4 (6), 565-576.

Ekiz, D. (2009). Bilimsel Araştırma Yöntemleri [Scientific Research Methods], (Extended 2.nd ed.), Ankara: Anı Yayıncılık. Erdoğan, S. C. (2017). Science teaching attitudes and scientific attitudes of pre-service teachers of gifted students. Journal of Education and Practice, 8, (6), 164-170. Retrieved from

Fleer, M. (2009). Supporting scientific conceptual consciousness or learning in ‘a roundabout way’ in play‐based contexts. International Journal of Science Education, 31(8), 1069–1089.

Flick, L. (1990). Scientist in residence program improving children’s image of science and scientists. School Science and Mathematics, 90(3), 204–214.

Güzel, B. Y. (2001). A survey of science teachers' views on the nature of science, a dimension of scientific literacy, Paper presented at the Annual Meeting of the National IV. Science Education Congress, 2000, Ankara: MEB Basımevi, 471-476.

Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19(1), 93–105.

Karasar, N. (1999). Bilimsel Araştırma Yöntemleri [Scientific Research Method]. Ankara: Karasar Yayınevi.

Kang, S., Scharmann, L. C., & Noh, T. (2005). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89(2), 314–334.

Kazempour, M. (2008). Exploring attitudes, beliefs, and self-efficacy of pre -service elementary teachers enrolled in a science methods course and factors responsible for possible changes (Doctoral dissertation, Order No. 3324538). Available from ProQuest Dissertations & Theses Global, (304606872). Retrieved from

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

MEB (2013). Preschool Education Program, Retrieved from, (Accessed on 05.08.2019)

Moore, R. W. & Foy, R. L. H. (1997). The scientific attitude inventory: A revision (SAI II),

Journal of Research In Science Teaching, Vol. 34, No. 4, PP. 327–336. Retrieved from;2-T

Morrison, J. A., Raab, F., & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views on the nature of science. Journal of Research in Science Teaching, 46(4), 384–403.

Palmer, D. (2004). Research Report: Situational interest and the attitudes towards science of primary teacher education students. International Journal of Science Education, 26(7), 895–908.

Pilo, M., Gavio, B., Grosso, D., & Mantero, A. (2012). Science education and teachers’ training: research in partnership. US-China Education Review., A 1, 106-111.

Reynolds, C. (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. (pp. 69–77). In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge. London, UK: Falmer Press.

Scherz, Z., & Oren, M. (2006). How to change students’ images of science and technology. Science Education, 90(6), 965–985.

Shrigley, R. L. (1983). Persuade, mandate, and reward: A paradigm for changing the science attitudes and behaviors of teachers. School Science and Mathematics, 83 (3), 204 –215.

Smith, W. S., & Erb, T. O. (1986). Effect of women science career role models on early adolescents’ attitudes toward scientists and women in science. Journal of Research in Science Teaching, 23(8), 667–676.

Sundberg, B., & Ottander, C. (2013). The Conflict Within the role: A longitudinal study of preschool student teachers’ developing competence in and attitudes towards science teaching in relation to developing a professional role. Journal of Early Childhood Teacher Education, 34(1), 80–94.

Stollberg, R. (1969). The task before us 1962, The education of elementary school-teachers in science, In L. I. Kuslan and A. H. Stone (Eds.), Reading an Teaching Children Science. Belmont, California: Wadsworth Publishing Company.

Tanrıöğen, A. (2009). Bilimsel Araştırma Yöntemleri (Scientific Research Methods), Ankara, Anı Yayıncılık,

Titrek, O., & Cobern, W. W. (2011). Valuing science: A Turkish–American comparison. International Journal of Science Education, 33(3), 401–421.

Trumper, R. (1998). The need for change in elementary‐school teacher training: The force

concept as an example. Asia-Pacific Journal of Teacher Education, 26(1), 7–25.

UNESCO (2012). Education for Sustainable Development in Action: Learning and Training Tools. In Education for Sustainable Development Sourcebook; N4-2012, 51; Paris, France: UNESCO: Retrieved from

UNESCO (2019). Turkey National Commission for Education, Retrieved from (accessed on 05.08.2019)

Van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96(1), 158–182.

Van Eijck, M., Hsu, P.-L., & Roth, W.-M. (2009). Translations of scientific practice to students’ images of science. Science Education, 93(4), 611–634.

YÖK (2018). New Teacher Training Undergraduate Programs. Retrieved from Yüksek Öğretim Kurulu [Council of Higher Education] website yetistirme-lisans-programlari, (Accessed on 30.05.2019)