attitudes toward science
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AbstractTeachers are one of the most important components of students’ development and it is accepted that teachers’professional and pedagogical knowledge needs to be good enough to respond to students’ needs. Teachers should developpositive attitudes toward science in order to equip their students with the necessary scientific thinking abilities such asdefining the problem, collecting the data, analyzing, and explaining any patterns and solving the problem. Scientific thinkingabilities are important both for daily life and for the educational process. Educating students who value science could bepossible as a result of educating teachers who themselves value science. In this descriptive study, the attitudes of teachercandidates with regard to science are evaluated using the Attitudes toward Science Scale, developed by Patrick A. Vitale andBrenda K. Johnson in 1988. The sample used in the study is 85 students in the field of (a) Mathematic teaching in theDepartment of Secondary Level Science & Mathematic Education, and (b) Turkish Language and Literature teaching atDepartment of Secondary Level Social Science Education. The differences in attitudes were evaluated according to somepsycho-social variables gathered through a personal information form. t-test and ANOVA were used to evaluate thefindings. The results indicate that students perceived the instrumental value of science and the difficulty and complexities ofscience differently, depending on their field of interest. Another important finding is that students who want to apply for adoctoral programme perceive the instrumental value of science differently from that of students who do not intend to applyfor doctoral study. Also, the perception of the participants with regard to the difficulties and complexities of science differaccording to the place they lived most of their lives in terms of rural areas, towns, cities or metropolitan.