Early Childhood Education Pre-Service Teachers’ Epistemological Beliefs and Attitudes Toward Science Teaching: An Explanatory Sequential Mixed-Methods Study

Abstract

The aim of this study is to examine how Early Childhood Education Pre-Service Teachers’ (ECEPSTs) epistemological beliefs are related to their attitudes toward science teaching in the context of specific demographic variables. A mixed-methods research design was adopted, integrating both quantitative and qualitative data. Data were collected through the Attitude Scale Toward Science Teaching, the Epistemological Beliefs Scale, and a semi-structured interview form. Quantitative findings indicated a significant difference in ECEPSTs’ epistemological beliefs only in relation to their engagement with scientific content via social media and internet platforms. Regarding attitudes toward science teaching, significant differences were identified based on grade level, engaging in scientific discussions with peers, following scientific content outside of class, and watching science-related content on social media. Moreover, a moderate, positive, and significant correlation was found between epistemological beliefs and attitudes toward science teaching. Qualitative findings revealed that ECEPSTs held well-developed epistemological views and demonstrated positive attitudes toward science teaching. Participants emphasized that technological advancements have facilitated access to information, thereby enhancing their engagement with scientific content and positively shaping their epistemological beliefs. They also reported that acquiring knowledge from various digital sources prior to science instruction supported their attitudes toward science teaching. Overall, the findings indicate a strong alignment between the quantitative and qualitative data.