Preservice preschool teachers' epistemological beliefs and attitudes towards science teaching: A mixed method research

In this study, it was aimed to examine the relationship between pre-service preschool teachers' epistemological beliefs and their attitudes towards science teaching. Pre-service preschool teachers' epistemological beliefs and attitudes towards science teaching were examined in terms of grade level, gender, chatting about science with friends or family, reading/following scientific news, magazines and books outside of class, and following scientific channels on social media or the internet outside of class. The study group of the research consists of pre-service teachers studying in the 1st, 2nd, 3rd, and 4th grades at Düzce University, Faculty of Education, Department of Preschool Teaching in the 2023-2024 academic year. In the study, mixed method, in which quantitative and qualitative research methods were used together, was preferred. For the quantitative data of the study, "Attitude Scale Towards Science Teaching" and "Epistemological Belief Scale" were used. A semi-structured interview form was used to collect qualitative data. Based on the quantitative findings obtained as a result of the research, there was a significant difference in the epistemological beliefs of pre-service preschool teachers according to the variable of following scientific channels on social media or the internet outside the course, while there was no significant difference according to the variables of grade level, gender, having scientific conversations with family or friends, reading/following scientific news, magazines and books outside the course. There was a significant difference in pre-service preschool teachers' attitudes towards science teaching according to the variables of grade level, chatting about science with friends, reading/following scientific news, magazines and books outside the classroom, and following scientific channels on social media or the internet outside the classroom, but there was no significant difference according to gender and chatting about science with family. In addition, it was determined that there was a moderate, positive and significant relationship between pre-service preschool teachers' epistemological beliefs and their attitudes towards science teaching. It was seen that pre-service teachers had sophisticated views on epistemological beliefs, that is, they believed that the truth is uncertain and changeable, and that knowledge can be interpreted according to the conditions of the period and individuals. In addition, it was determined that pre-service teachers were open to continuous learning and self-improvement and had the attitude that children should be introduced to science at an early age in order to create awareness of nature.