@article{2013,title={INVESTIGATION OF PRESCHOOL TEACHERS’ ATTITUDES TOWARDS SCIENCE TEACHING IN TERMS OF SOME VARIABLES},abstractNode={Preschool teachers’ need to have positive attitudes towards the science teaching for increase the efficiency of the activities of science teaching. Preschool teachers’ attitudes towards science teaching undoubtedly affect children’s’ attitudes towards the science activities. The aim of this study was to find out the attitudes of early childhood teachers toward science teaching. The sample group of the study consisted of 144 teachers working in some public or private nursery schools/classes in Malatya with children at the age of six. The main data collection tool was “Early Childhood Teachers' Attitude Toward Science Teaching Scale” which was developed by Hyung-Sook-cho et al. (2003) and adapted to the research setting by the researchers. The scale is composed of 22 items under 4 sub-dimensions: 1) Comfort-discomfort, 2) Classroom preparation, 3) Managing hands-on science, and 4) Developmental appropriateness. In the statistical analysis of the data, t test, one-way variance analysis and LSD test were used. The findings demonstrated that the teachers’ level of education, term of service, in-service training have significant effect on their attitudes whereas the institutions where they work do not. The teachers with an undergraduate and master’s degree adopt a more positive attitude compared to the teachers who hold an associate degree or a high school (lycee) degree. The teacher who worked for 1 to 10 years adopt a more positive attitude compared to the teachers working for 11 to 15 years and more than 16 years.},author={Merve ÜNAL-- Berrin AKMAN},year={2013},journal={The Journal of Academic Social Science Studies}}