Investigation of Chinese Preschool Teachers’ Attitudes and Beliefs toward Science Teaching

Abstract

The science attitudes and beliefs of preschool teachers in Shaanxi province of China were explored. 185 preschool teachers participated in the survey. The findings revealed that the preschool teachers had the positive attitudes and beliefs toward science teaching. However, there are clearer differences between preschool teachers’ science attitudes and beliefs and practical teaching. They may escape teaching science activities in teaching when they meet difficulties in the insufficient teaching time, inadequate knowledge and auxiliary materials. In addition, the factors influencing teachers’ science attitudes and beliefs were studied. The gender and education level of preschool teachers had no significant effect on their scientific attitudes and beliefs. It is worthy note that the preschool teachers with bachelor’s degree were more willing to carry out some science activities than the preschool teachers with university (3 years). Although there is no significant difference in the attitudes and beliefs of the preschool teachers with different teaching experiences, teaching experiences had a significant difference in the challenge dimension. The preschool teachers with less than 2 years teaching experiences are more confidence in science teaching. Based on the findings, some suggestions are supplied: improving education level, building specific and clear standards, providing more related auxiliary material supports.