Between Tradition and Reform: The Attitudes of Croatian Preservice Primary School Teachers Towards Science Teaching and Their Views on Science

Abstract

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; it investigated whether participation in a science course influenced these attitudes, and the relationship between their attitudes towards teaching and their epistemological views on science was analyzed. The results showed predominantly positive but nuanced attitudes that combined both traditional and contemporary conceptions of science education. Furthermore, the results showed that participation in the science course had no significant influence on these attitudes, and that professional attitudes appeared to develop independently of epistemological views. The study emphasizes the need to effectively integrate theoretical knowledge and practical experience in teacher education. Furthermore, it emphasizes the importance of inquiry-based learning, reflective teaching practice, promoting gender equality, effective mentoring and maintaining professional networks. Future research should investigate specific curricular interventions aimed at improving trainee teachers’ coherence and confidence in science teaching.

1. Introduction

The ongoing decline in interest toward science education and careers, commonly called the “swing away from science,” continues to pose challenges in numerous education systems (J. Osborne et al., 2003). Even though the social and economic value of scientific literacy is widely recognized, engagement with science, especially among young learners, remains relatively low (Durant et al., 1989; Miller et al., 1997; Potvin & Hasni, 2014; S. I. Van Aalderen-Smeets et al., 2017).

In response, researchers have increasingly turned their attention to the role of teachers in shaping students’ attitudes and interest in science, especially at the primary level, where early educational experiences can have a lasting impact (J. Osborne et al., 2003). While much of the existing research has focused on in-service teachers, there is growing recognition that the preservice phase, when future teachers are still forming their professional beliefs, is equally critical. Attitudes toward science teaching developed during initial teacher education often persist into later classroom practice, influencing not only what teachers teach but also how they teach it (Bleicher, 2007; Haney et al., 1996; Johnston & Ahtee, 2006; Ribeirinha & Correia, 2025; Rios-Atehortua et al., 2024). Positive attitudes have been linked to greater teaching confidence, a higher likelihood of adopting inquiry-based methods, and greater openness to curricular reform (Czerniak & Lumpe, 1996; Tian et al., 2022; Wendt & Rockinson-Szapkiw, 2018). Conversely, negative attitudes are often associated with teacher-centered, textbook-based instruction and the avoidance of science teaching altogether (Appleton & Kindt, 1999; Plonczak, 2008; S. Van Aalderen-Smeets & Walma Van Der Molen, 2013).

In Croatia, this declining interest in science is similarly reflected in initial teacher education, where an increasing number of students in teacher education programs choose not to engage with science-related subjects, particularly physics (Erceg et al., 2022, 2023). In response to this national trend, an experimental science curriculum was introduced in 2023 in selected elementary schools as part of a broader education reform aimed at fostering scientific literacy from an early age (Ministarstvo znanosti, obrazovanja i mladih RH [Ministry of Science, Education and Youth of Croatia], 2023). While this initiative primarily targets in-service teachers, it also highlights the urgent need to prepare preservice teachers not only to possess adequate knowledge but also to develop confidence and positive attitudes toward teaching science. This need is especially pressing given that the experimental curriculum introduces Science as a distinct and integrated subject for the first time in Croatia. It is implemented in Grades 1–6, replacing and expanding content previously covered within the subjects Nature and Society (Grades 1–4) and Nature (Grades 5–6). One additional challenge in preparing preservice teachers for this curricular shift is the absence of a dedicated science methods course in Croatian teacher education programs that would specifically train them to teach this subject. Instead, these programs typically include general, content-oriented science courses. However, as Erceg and Alajbeg (Erceg & Alajbeg, 2024) argue, such courses are insufficient in equipping preservice teachers with the subject matter knowledge (SMK) necessary for high-quality and confident science instruction.

This study is situated at the intersection of teacher education and contemporary science education reform. Drawing on the multidimensional model of teacher attitudes developed by Van Aalderen-Smeets and Walma van der Molen (S. Van Aalderen-Smeets & Walma Van Der Molen, 2013), the study explores how Croatian preservice primary school teachers perceive science and their role in teaching it. Specifically, the study examines the general nature of their professional attitudes, whether participation in a science course influences these attitudes, and the extent to which these attitudes are shaped by broader, more contemporary views of science. The research is situated within a specific national and cultural context, offering insights that are both locally relevant and informative for broader discussions on science teacher preparation and reform. The focus on preservice teachers reflects the study’s interest in understanding how professional attitudes and epistemological views of science develop during the formative stage of teacher preparation, prior to professional entry into schools, at a time when science education in Croatia is undergoing significant transformation. Although the ongoing curriculum reform primarily targets in-service teachers, its long-term sustainability will depend in part on how future teachers are prepared to engage with science in the classroom.

2. Theoretical Framework and Literature Review

The development of professional attitudes among teachers has long been a topic of interest in educational research, especially given its influence on how teachers engage with curriculum content and pedagogical approaches. The Theory of Reasoned Action (Fishbein & Ajzen, 1975) and the Theory of Planned Behavior (Ajzen, 1985, 2020) provide a fundamental insight into how beliefs shape attitudes, which then influence intentions. These theories have been particularly useful in educational settings, where cultivating positive attitudes during teacher preparation is considered essential for developing future teachers’ confidence and receptiveness to educational reform.

In science education, forming positive attitudes at the preservice stage is especially important, as this is when educators begin to establish their professional identities and pedagogical orientations. According to the multidimensional model by Van Aalderen-Smeets and Walma van der Molen (S. Van Aalderen-Smeets & Walma Van Der Molen, 2013), attitudes involve cognitive beliefs (such as teachers’ beliefs about science and their own abilities), affective aspects (feelings such as enjoyment or anxiety), and perceptions of control (including confidence in their teaching skills and awareness of external constraints). Numerous studies consistently show that preservice teachers often enter training programs with mixed attitudes toward science teaching, shaped by past experiences, gaps in content knowledge, and perceived challenges related to science instruction (Appleton & Kindt, 1999; Bleicher, 2007; Johnston & Ahtee, 2006; Lucas & Dooley, 1982; Mihret et al., 2022; Skamp, 1991; Tosun, 2000a; Weinburgh, 2007). Tosun (Tosun, 2000a) found that negative feelings toward science were pervasive among preservice teachers, strongly influencing their sense of self-efficacy and attitudes toward teaching science. Appleton and Kindt (Appleton & Kindt, 1999) reported that feelings of inadequacy in teaching science were common, and that these perceptions were shaped both by prior preparation and by contextual factors such as collegial support and resource availability. Discomfort and low confidence are common, especially when teachers are asked to teach unfamiliar or hands-on material (Bleicher, 2007; Skamp, 1991; Weinburgh, 2007). More recent research suggests that such challenges can be alleviated, as Mihret et al. (Mihret et al., 2022) found that carefully designed science teaching courses can strengthen preservice teachers’ self-efficacy and foster more positive attitudes toward science teaching.

Various components of attitude, such as beliefs, emotions, and self-efficacy, can have a major impact on whether preservice teachers ultimately embrace or resist science teaching once they enter the classroom. Recognizing this, Johnston and Ahtee (Johnston & Ahtee, 2006) highlight the need for teacher education programs to address all components of professional attitudes, while Lucas and Dooley (Lucas & Dooley, 1982) emphasize the importance of sustaining the development of positive attitudes toward science teaching among future teachers. Building on this foundation, research examining the impact of courses on preservice teachers’ professional attitudes consistently shows that participation in well-designed science courses or targeted interventions can significantly enhance their confidence, interest, and willingness to teach science (Bleicher, 2007; Menon & Sadler, 2016; D. H. Palmer, 2006; Skamp, 1991; Tosun, 2000a; Weinburgh, 2007). For example, Tosun (Tosun, 2000a) reported that preservice elementary teachers who completed a science methods course exhibited more positive attitudes toward science teaching and greater perceived competence compared to those who had not yet completed the course. Especially when science courses emphasize hands-on experiences, collaborative activities and explicit reflection on science teaching, they lead to a more substantial gains in positive attitudes (Menon & Sadler, 2016; D. H. Palmer, 2006; Ribeirinha & Correia, 2025). Similarly, Appleton (Appleton, 2006) and Yilmaz-Tuzun (Yilmaz-Tuzun, 2008) suggest that science courses integrating both content knowledge and pedagogical skills are effective in fostering lasting positive attitudes. In contrast, more traditional science courses that focus primarily on theoretical knowledge tend to have limited impact (Bleicher, 2007; Tosun, 2000b), further emphasizing the importance of not only providing preservice teachers with robust content knowledge, but also designing science courses that actively engage them in the practices and pedagogical considerations that are essential for effective science teaching.

The attitudes that preservice teachers develop are closely linked to their underlying epistemological views about science itself. The Dimensions of Attitudes toward Science (DAS) instrument, based on the multidimensional model of Van Aalderen-Smeets and Walma van der Molen (S. Van Aalderen-Smeets & Walma Van Der Molen, 2013) and used in this study, captures both affective and cognitive aspects of attitudes. It also allows for the examination of how attitudes intersect with epistemological views, that is, teachers’ underlying conceptions of science itself. These views may range from traditional, transmission-oriented perspectives (e.g., seeing science as a fixed body of facts) to more contemporary, constructivist understandings (e.g., viewing science as dynamic, theory-based, and inquiry-driven). Such views influence how teachers interpret curricula, select teaching strategies, and engage students in learning. Teachers who hold more traditional, empiricist perspectives tend to prefer teacher-centered teaching methods, rely more heavily on textbooks, and emphasize standardized assessment (Donnelly, 2001; J. F. Osborne & Collins, 2000; Palmquist & Finley, 1997; Rios-Atehortua et al., 2024). According to Donnelly (Donnelly, 2001), shifts in curriculum documents that alternate between empiricist and more socially or culturally nuanced accounts of science reflect underlying tensions in educational priorities. These fluctuations often result in traditional approaches remaining dominant, unless deeper pedagogical purposes are clearly addressed. Palmquist and Finley (Palmquist & Finley, 1997) found that preservice teachers typically enter their programs with a combination of traditional and contemporary views of science. However, exposure to contemporary teaching strategies, such as conceptual change and cooperative learning, can encourage a shift toward more modern, constructivist perspectives. After participating in such courses, many preservice teachers transitioned from mixed or traditional views to more contemporary understandings of the nature of science and its teaching. Teachers who develop broader, constructivist views are therefore more likely to implement inquiry-based, hands-on approaches that promote critical thinking and conceptual understanding (Appleton, 2005; Brooks & Brooks, 1999; Koch, 2005). Research also indicates that attitudes and epistemological views are interrelated and mutually reinforcing (Czerniak & Lumpe, 1996; Johnston & Ahtee, 2006). Preservice teachers who hold more favorable views of science as dynamic and evidence-based are more likely to report greater confidence and enthusiasm about teaching it.

The literature review directly informs the research questions and design of the present study, demonstrating that (i) professional attitudes toward science teaching are multidimensional and significantly shaped by preservice education; (ii) science courses, particularly those featuring active, reflective, and hands-on components, are effective in improving these attitudes; and (iii) positive attitudes are closely linked to broader, contemporary views of science. By focusing on these dimensions, the study aims to examine the overall attitudes of Croatian preservice primary teachers, the potential impact of completing a science course, and the relationship between attitudes and views of science. This research is essential for informing the design of science curricula and teacher preparation programs in Croatia and beyond, as such programs must be responsive to preservice teachers’ attitudes and scientific views—factors that shape their approach to science teaching during training and in their future classrooms.

3. Materials and Methods

This study employed a quantitative, cross-sectional survey design (Cohen et al., 2017). The research was conducted during the 2024/2025 academic year, using a sample of students from the University of Split in Croatia. Focusing on students from a single university allows for more precise interpretation of results in relation to a specific curricular context. Accordingly, the findings are presented as an exploratory case study (Cohen et al., 2017; Yin, 2018), aiming to investigate and clarify the nature and relationships of professional attitudes and views toward science teaching among preservice teachers within a specific institutional context. Numerical data were collected through a structured questionnaire, enabling a systematic investigation of the research questions by analyzing participants’ responses.

The study is guided by the following research questions, which structure the inquiry and enable systematic analysis of the phenomena under investigation (Cohen et al., 2017; Yin, 2018):

• What is the overall level and nature of professional attitudes toward science teaching and views of science among Croatian preservice primary school teachers?
• Do preservice primary school teachers who have completed the Natural Science course demonstrate significantly different professional attitudes toward science teaching compared to those who have not?
• To what extent are more positive attitudes toward science teaching associated with broader and more contemporary views of science among these future educators?

The current research forms part of a broader project (uniri-iskusni-prirod-23-33) examining teachers’ attitudes toward science teaching within the context of Croatia’s ongoing educational reform. While the present investigation builds upon the theoretical framework and methodological strategies established in our earlier study involving in-service primary school teachers (Erceg & Ivošević, 2025), here the focus is specifically on preservice primary teachers—those currently preparing for their teaching careers. Two research questions have been intentionally kept consistent across both studies to facilitate comparative analyses between these distinct groups of teachers in future studies. Additionally, the third research question in this study has been uniquely formulated to examine whether completing specific coursework influences preservice teachers’ professional attitudes. This approach aims to generate targeted insights into how professional attitudes toward science teaching develop during the initial stages of teacher education.

The following subsections provide detailed descriptions of the questionnaire as the primary data source, the sample, and the procedures used for data analysis.

3.1. Questionnaire

The primary data for this study was collected using the DAS instrument (S. Van Aalderen-Smeets & Walma Van Der Molen, 2013), a questionnaire specifically developed to assess attitudes of preservice and in-service primary teachers toward science teaching. The DAS is grounded in a theoretical framework by van Aalderen-Smeets et al. (S. I. Van Aalderen-Smeets et al., 2012), which conceptualizes attitudes as consisting of cognitive beliefs, affective states, and perceived control, and includes an additional component addressing teachers’ epistemological views about science (S. Van Aalderen-Smeets & Walma Van Der Molen, 2013). This structure made the instrument particularly appropriate for exploring the attitudes and views examined in our research. Originally developed and validated in Dutch within the Netherlands (S. Van Aalderen-Smeets & Walma Van Der Molen, 2013), the DAS has since been validated in Turkish and Spanish contexts (Korur et al., 2016). More recent validations of the English-language versions have been conducted in the United States (Wendt & Rockinson-Szapkiw, 2018) and Australia (McDonald et al., 2021). Together, these studies confirm the robustness of the instrument and its applicability across diverse cultural contexts. However, they have not examined how preservice teachers’ attitudes and views of science develop in the midst of systemic educational reform. By applying the DAS in Croatia, a country currently undergoing comprehensive curriculum reform, this study not only broadens the cross-cultural validation of the instrument but also provides new insights into preservice teachers’ professional attitudes and views in a reform-driven context.

The questionnaire used in this study consisted of three sections. The first section collected demographic information and educational background from participants. Specifically, students were asked about their gender, the name and year of their study program, the grade in the Natural Sciences course if they passed it, any experience teaching natural sciences, the type of high school they graduated from, and up to which grade (prior to university enrolment) they studied biology, chemistry, and physics. Additionally, participants indicated whether they took the State Matura exam in biology, chemistry, and physics. These data provided important contextual variables for interpreting patterns within different subgroups of preservice teachers.

The second section measures the cognitive, affective, and perceived control components of teachers’ professional attitudes toward science, as defined in the theoretical framework (S. Van Aalderen-Smeets & Walma Van Der Molen, 2013). This section comprises seven subscales with a total of 28 items, each reflecting various opinions, beliefs, or feelings related to teaching science. The subscales assess specific aspects of professional attitudes, namely: perceived relevance of teaching science, gender-stereotypical beliefs, perceived difficulty of teaching science, enjoyment in teaching science, anxiety in teaching science, self-efficacy, and contextual factors (S. I. Van Aalderen-Smeets et al., 2012; S. Van Aalderen-Smeets & Walma Van Der Molen, 2013). In this study, four subscales (difficulty of teaching science, enjoyment in teaching science, anxiety in teaching science, and self-efficacy) demonstrated excellent internal consistency, with Cronbach’s alpha coefficients greater than 0.918 (Gliem & Gliem, 2003). The subscale measuring gender-stereotypical beliefs regarding teaching science demonstrated good internal consistency (α = 0.827), which, like excellent consistency, can be considered an indicator of high reliability. The subscales for relevance of teaching science (α = 0.694) and contextual factors (α = 0.695) showed questionable internal consistency, i.e., lower reliability. However, these values are not uncommon for subscales with more heterogeneous content and remain within an acceptable range for research purposes. Therefore, all items were retained for analysis (Gliem & Gliem, 2003).

The third section of the DAS instrument comprises two subscales, each consisting of five items related to science activities and/or themes, designed to assess participants’ views of science. The first subscale targets “narrow” (traditional) views of science, while the second measures “broad” (contemporary) perspectives. In this study, the first subscale demonstrated questionable internal consistency, i.e., lower reliability (α = 690), whereas the second subscale showed good internal consistency, i.e., higher reliability (α = 0.820). This section was included to explore the relationship between teachers’ attitudes toward science teaching and their underlying conceptions of science, which are known to influence instructional decision-making (Lederman, 2007).

Each item in the DAS instrument was rated using a 5-point Likert scale. In the second section of the questionnaire, participants indicated their level of agreement with each statement on a scale from 1 (totally disagree) to 5 (totally agree). In the third section, responses ranged from 1 (none) to 5 (very much).

In the introductory section of the questionnaire, participants were informed about the purpose of the study and assured that the collected data would be used solely for research purposes, with full confidentiality and anonymity guaranteed. Following the recommendation of Cohen et al. (Cohen et al., 2017), we included an open-ended question at the end of the questionnaire: “Do you have any comments related to the questionnaire, in the form of personal opinions, beliefs, feelings, and/or similar?” This provided participants with the opportunity to offer insights beyond the structured scope of the questionnaire.

Respondents completed the questionnaire in a supervised, paper-and-pencil sessions conducted by the article’s co-author at the end of the 2024/2025 winter semester.

3.2. Sample

A total of 156 preservice primary school teachers voluntarily participated in this study. The sample was overwhelmingly female (98.1% women, 1.9% men). All participants were enrolled in the integrated undergraduate and graduate teacher education program at the Faculty of Humanities and Social Sciences, University of Split, Croatia, during the 2024/2025 academic year. This five-year program leads to the academic title Master of Primary Education, which qualifies graduates for employment as junior-grade primary school teachers. Participants represented all five years of the program, with 25.0% in the first year, 21.2% in the second year, 15.4% in the third year, and 19.2% in both the fourth and fifth years.

An important strength of this sampling strategy is that all participants were drawn from the same institution and teacher education program, ensuring that they experienced a consistent curriculum and instructional approach in their science coursework. This focus reduces variability that might arise from differences in course content, teaching methods, or program emphasis that exist across teacher education programs at other Croatian universities. Consequently, the findings more accurately reflect the influence of this specific science curriculum on students’ professional attitudes and views of science, enabling a clearer interpretation of the results and minimizing confounding factors related to institutional differences.

The compulsory course Natural Science is delivered in the winter semester of the third year and is taught by the same lecturers and assistants according to a standardized syllabus (Sveučilište u Splitu, Filozofski fakultet [University of Split, Faculty of Humanities and Social Sciences], 2015). The course comprises 30 hours of lectures, 30 hours of seminars, and 15 hours of laboratory exercises, totaling 6 ECTS credits. Its primary goal is to introduce students to the fundamentals of natural science content, including the basic laws of life, the structure of living organisms, and their connection with nature, while also developing both general and subject-specific competencies for effective science teaching and real-world application. At the time of data collection, first- and second-year students had not yet enrolled in the course, third-year students had attended the course but had not yet passed it, and fourth- and fifth-year students had completed the course, achieving an average grade of 3.6 (on a 5-point scale).

Regarding prior educational background, 60.3% of respondents had completed general secondary education, while 39.7% had completed vocational programs before enrolling at the university. Their exposure to science subjects during schooling varied. Biology was studied through the 8th grade of primary school by 5.8% of participants, through the 1st year of secondary school by 14.8%, through the 2nd year by 14.2%, and through the 4th year by 65.2%. Chemistry was studied through the 8th grade by 18.6% of participants, through the 1st year of secondary school by 9.6%, through the 2nd year by 5.1%, through the 3rd year by 1.3%, and through the 4th year by 65.4%. Physics was studied through the 8th grade by 26.3% of participants, through the 1st year by 3.2%, through the 2nd year by 8.3%, through the 3rd year by 3.2%, and through the 4th year by 59.0%. Participation in the state graduation exam (matura) in science subjects was limited. Only 9.6% of participants took the biology exam, with an average grade of 2.7. The chemistry exam was taken by 2.6% of participants (average grade: 2.3), and the physics exam by 3.2% (average grade: 2.6).

Most participants (95.5%) reported having no experience in teaching science-related content, while only 4.5% reported some experience. Among those with experience, participants described conducting individual lessons or teaching a limited number of classroom hours as part of practicum assignments in the subject Nature and Society. One female student reported four years of work experience in a secondary school.

All participants were fully informed about the nature, purpose, and procedures of the research and provided informed consent. Their privacy and confidentiality were protected in accordance with the approval obtained from the institutional Ethics Committee.

3.3. Procedures

To address the first research question, descriptive analyses were conducted to examine the distribution of responses for each questionnaire item. Responses were measured using 5-point Likert scales, described in detail in the Questionnaire subsection. This method provides an overview of participants’ response patterns, summarizing central tendencies and variability in their professional attitudes (Cohen et al., 2017). Because the data did not meet the assumptions of normality, medians, minimum and maximum values, and interquartile ranges (IQR; spanning from the first to third quartile) were reported, consistent with recommendations for ordinal data analysis (Jamieson, 2004).

To address the second research question, an independent samples comparison was conducted. Participants were divided into two groups based on whether they had completed the course. Composite attitude scores were calculated for each group by computing the mean values of responses numerically coded from 1 to 5, with higher scores indicating more positive attitudes. These composite scores served as final values representing the variable professional attitudes toward science teaching. Before conducting the analyses, data were checked for normality and homogeneity of variance using the Shapiro–Wilk and Levene’s tests. Based on whether these conditions were satisfied, either an independent samples t-test or the Mann–Whitney U test was carried out in SPSS v29.0.2.0 software. This approach made it possible to detect any differences in attitudes between the two groups and helped clarify whether coursework specifically related to science content could influence preservice teachers’ professional attitudes toward teaching science.

To answer the third research question, two variables were created: one representing attitudes toward science teaching (as previously described) and another reflecting participants’ views about the nature of science. Composite scores for the second variable were calculated in the same way as for the first, by averaging responses across related questionnaire items. Items were scored numerically from 1 to 5, with higher scores indicating more contemporary, constructivist-oriented views. Before conducting correlation analyses, the assumptions of normality, linearity, and homoscedasticity were checked using SPSS v29.0.2.0 software. Normality for each variable was evaluated with the Shapiro–Wilk test, while linearity and variance homogeneity were assessed by visually examining scatterplots of standardized residuals against predicted values. Depending on whether these assumptions were met, either Pearson’s correlation coefficient or Spearman’s rank correlation was used. These methods were chosen as suitable techniques for exploring the strength and direction of relationships between continuous variables (Cohen et al., 2017).

4. Results

This section presents the results of the study, organized around the three research questions. First, descriptive analyses summarize the general trends and levels of professional attitudes toward science teaching among preservice primary school teachers, along with their views about science. Next, differences in attitudes are explored by comparing participants based on their experiences with specific coursework. Finally, the relationships between participants’ attitudes toward science teaching and their views about science are examined.

4.1. First Research Question

The results first provide a general overview of preservice teachers’ professional attitudes toward science teaching. As shown in Figure 1, the distribution of responses across the five-point Likert scale (1–5) is presented for all 28 items, highlighting the main response trends. More detailed numerical results, including the median, minimum and maximum values, and the interquartile range, are provided in

Table A1. Distribution of preservice teachers’ responses across the Likert scale (%1–%5) and summary statistics (median, minimum, maximum, and IQR) for professional attitudes toward science teaching.

Item No.	1	2	3	4	5	6	7	8	9	10	11	12	13	14
%1	5.1	0	6.4	5.8	0.6	27.6	27.6	60.9	67.3	66.0	11.5	7.7	10.3	12.8
%2	11.5	5.1	10.9	9.6	4.5	21.2	26.9	21.2	14.7	16.7	22.4	23.7	23.1	14.1
%3	41.0	27.6	15.4	33.3	18.6	34.0	32.7	9.6	12.2	14.1	43.6	43.6	44.9	34.6
%4	26.3	39.7	34.0	32.7	34.6	13.5	10.9	5.8	3.2	1.3	17.3	18.6	14.7	17.9
%5	16.0	27.6	33.3	18.6	41.7	3.8	1.9	2.6	2.6	1.9	5.1	6.4	7.1	20.5
Median	3	4	4	4	4	3	2	1	1	1	3	3	3	3
Min	1	2	1	1	1	1	1	1	1	1	1	1	1	1
Max	5	5	5	5	5	5	5	5	5	5	5	5	5	5
IQR	3–4	3–5	3–5	3–4	4–5	1–3	1–3	1–2	1–2	1–2	2–3	2–3	2–3	2–4
Item No.	15	16	17	18	19	20	21	22	23	24	25	26	27	28
%1	12.8	14.1	11.5	23.1	27.6	42.9	39.7	3.8	3.2	3.8	1.3	1.3	0.6	0.6
%2	18.6	12.8	13.5	21.8	24.4	22.4	23.1	13.5	6.4	9.6	11.5	3.2	3.8	4.5
%3	30.8	36.5	33.3	32.7	29.5	21.8	22.4	28.2	25.0	30.1	22.4	21.2	13.5	30.8
%4	19.9	19.9	23.7	17.9	12.8	9.6	10.9	33.3	40.4	43.6	45.5	35.9	37.2	35.3
%5	17.9	16.7	17.9	4.5	5.8	3.2	3.8	21.2	25.0	12.8	19.2	38.5	44.9	28.8
Median	3	3	3	3	2	2	2	4	4	4	4	4	4	4
Min	1	1	1	1	1	1	1	1	1	1	1	1	1	1
Max	5	5	5	5	5	5	5	5	5	5	5	5	5	5
IQR	2–4	2–4	2–4	2–3	1–3	1–3	1–3	3–4	3–4	3–4	3–4	3–5	4–5	3–5

Note. The most frequent responses in each item are highlighted in bold. IQR = interquartile range (Q1–Q3).

in the Appendix A.

Preservice teachers’ responses to the subscale Relevance of teaching science, which includes the first five items reflecting cognitive beliefs, indicated generally positive attitudes. For four out of five items (Items 2–5), the median response was 4 (agree), with interquartile ranges spanning from 3 to 5 for Items 2 and 3, and narrower ranges (3–4 and 4–5) for Items 4 and 5, respectively, suggesting a strong tendency toward agreement. The strongest consensus appeared on Item 5 (“Science education is so important in the primary school that inexperienced teachers should receive additional training in this area”), where 41.7% of respondents selected 5 (totally agree) and 34.6% selected 4. Similarly, Items 2 and 3 received high levels of agreement, indicating that respondents recognize the developmental importance of science education and support its early integration in the curriculum. In contrast, Item 1 (“Science education is essential for making pupils more involved in technological problems in society”) showed a lower median of 3, with 41.0% of participants selecting the neutral option. This result suggests that while preservice teachers appreciate the general value of science education, they may be less confident or less aware of its broader societal relevance.

Preservice teachers’ responses to the Gender-stereotypical beliefs regarding teaching science subscale (Items 6–10) revealed notable variation across items. Items 8, 9, and 10 received the strongest rejection of stereotypical views. Specifically, 60.9% of participants totally disagreed with Item 8 (“I think that I would unconsciously be more likely to choose a boy for a science demonstration than a girl”), while 67.3% and 66.0% totally disagreed with Items 9 and 10, respectively—statements suggesting greater competence or enjoyment in science teaching among male teachers. In all three cases, the median was 1 and the interquartile range was narrow (1–2), indicating a high level of agreement among respondents in rejecting these stereotypes. In contrast, Items 6 and 7, which referred to perceived student interest in science by gender, elicited more varied responses. For Item 6, the median was 3 (neutral), indicating respondents’ uncertainty or neutrality, while Item 7 had a median of 2 (disagree), despite the largest proportion (32.7%) selecting the neutral option. These items also had broader interquartile ranges (1–3), suggesting uncertainty or ambivalence among participants when evaluating potential gender differences in student preferences and behavior.

Responses to the subscale Difficulty of teaching science, comprising Items 11 through 13, revealed a consistent pattern of neutrality among preservice primary school teachers. All three items had a median of 3 and an interquartile range (IQR) of 2–3, indicating a moderate concentration of responses around the neutral point. In each case, the most frequently selected response was 3 (neutral), chosen by 43.6% of respondents for Items 11 and 12, and 44.9% for Item 13. Lower levels of disagreement were observed, with 22.4–23.7% selecting 2 (disagree) and 7.7–11.5% selecting 1 (totally disagree). These results suggest that many participants were undecided or cautiously noncommittal when asked whether most primary school teachers perceive science as difficult to teach.

Preservice teachers’ responses to the Enjoyment in teaching science subscale (Items 14–17) revealed a consistent pattern of moderate and mostly neutral emotional responses. All four items had a median of 3 and an interquartile range (IQR) of 2–4, indicating that most responses clustered around the mid-point of the Likert scale. The most frequent responses for each item were neutral (Likert 3), selected by 34.6% (Item 14), 30.8% (Item 15), 36.5% (Item 16), and 33.3% (Item 17) of participants. Levels of strong agreement (Likert 5) were relatively low, ranging from 16.7% to 20.5%. While a portion of respondents reported enjoyment and enthusiasm, the overall trend suggests a lack of strong affective engagement with science teaching at this stage of professional development.

Responses to the Anxiety in teaching science subscale (Items 18–21) revealed a consistent pattern of low to moderate anxiety among preservice primary school teachers. The most frequent response for Items 18 and 19 was neutral (Likert 3), selected by 32.7% and 29.5% of respondents, respectively. For Items 20 and 21, strong disagreement (Likert 1) was most common, chosen by 42.9% and 39.7%. Medians ranged from 2 to 3, and interquartile ranges (IQR) were relatively narrow (1–3 or 2–3), suggesting limited variability. Very few respondents chose agreement or strong agreement (Likert 4 or 5), indicating that pronounced emotional discomfort regarding science teaching is uncommon in this sample.

Preservice teachers’ responses to the Self-efficacy subscale (Items 22–25) indicated generally positive beliefs regarding their ability to teach science effectively. All four items had a median of 4 (agree) and an interquartile range (IQR) of 3–4, reflecting moderate to high levels of perceived self-efficacy. The highest percentages of agreement (Likert 4) were observed in Item 25 (“If primary school children do not reach a solution during assignments about science, I think I can succeed in helping them make further progress.”) at 45.5%, and Item 24 (“I have a sufficient command of the material to be able to support children well in investigating and designing in class.”) at 43.6%. High levels of agreement were also evident for Items 22 and 23, with 33.3% and 40.4% of respondents, respectively, selecting Likert 4, and 21.2% and 25.0% selecting Likert 5 (totally agree). Although a portion of responses remained neutral (22.4–30.1%), a clear majority expressed confidence in their science teaching abilities across all four items.

Responses to the Context factors subscale (Items 26–28) indicate that preservice primary school teachers view external supports as highly influential in their decision to teach science. Items 26 and 27 received the strongest agreement, with 38.5% and 44.9% of respondents, respectively, selecting 5 (totally agree), and over 70% selecting 4 or 5 on both items. These items referred to the availability of a teaching method and ready-to-use materials as decisive factors, suggesting a strong reliance on structured pedagogical support. For Item 28, which focused on the importance of support from colleagues and the school, responses were slightly more dispersed. While 35.3% chose 4 and 28.8% chose 5, 30.8% of respondents remained neutral, indicating some variability in perceived importance. All three items had a median of 4, with interquartile ranges of 3–5 (Items 26 and 28) or 4–5 (Item 27), reflecting generally high agreement with context-related statements.

In addition to their professional attitudes, preservice teachers’ views of science are illustrated in Figure 2, which shows the distribution of responses across the five-point Likert scale (1–5) for all 10 items. The corresponding detailed numerical results, including summary statistics (median, minimum, maximum, and interquartile range), are provided in

Table A2. Distribution of preservice teachers’ responses across the Likert scale (%1–%5) and summary statistics (median, minimum, maximum, and IQR) for views on science.

Item No.	1	2	3	4	5	6	7	8	9	10
%1	2.6	3.2	3.8	1.9	1.9	1.9	1.9	0.6	0	1.9
%2	7.7	10.3	10.9	7.7	7.7	5.8	3.8	1.9	1.9	1.3
%3	31.4	21.8	25.0	14.1	28.2	19.9	26.9	21.2	7.7	9.6
%4	31.4	32.7	35.9	38.5	33.3	30.8	33.3	35.3	31.4	32.7
%5	26.9	32.1	24.4	37.8	28.8	41.7	34.0	41.0	59.0	54.5
Median	4	4	4	4	4	4	4	4	5	5
Min	1	1	1	1	1	1	1	1	2	1
Max	5	5	5	5	5	5	5	5	5	5
IQR (Q1–Q3)	3–5	3–5	3–4	4–5	3–5	3–5	3–5	4–5	4–5	4–5

Note. The most frequent responses in each item are highlighted in bold. IQR = interquartile range (Q1–Q3). Spearman’s rank-order correlation between the composite scores for views of science (items 1–10) and professional attitudes toward teaching science: ρ(156) = −0.096, p = 0.233 (2-tailed, α = 0.05).

in Appendix A.

Responses to the subscale measuring narrow views of science (Items 1–5) indicated that preservice primary school teachers largely associate science with traditional topics and activities. Across all five items, the median response was 4 (high association). Interquartile ranges were mostly 3–5, with Item 3 showing a narrower range of 2–3 and Item 4 a range of 3–4. The highest levels of agreement were observed for sustainable energy (Item 4), with 38.5% selecting 4 and 37.8% selecting 5, and for carrying out tests (Item 5), with 33.3% selecting 4 and 28.8% selecting 5. Working in a laboratory (Item 2) and stars and planets (Item 3) were also strongly associated with science, with over 60% of responses in the 4–5 range for each. Even working with chemical substances (Item 1), which showed the most variability, had a combined 89.7% of responses at level 3 or above. These results suggest a strong identification with traditional conceptions of science, focused on experimentation, technical content, and observable physics phenomena.

Preservice teachers’ responses to the contemporary views of science subscale (Items 6–10) revealed a strong alignment with broader, process-oriented conceptions of science. All items had high levels of agreement, with medians of 4 or 5, and interquartile ranges (IQRs) of 3–5 or 4–5, indicating that most responses clustered at the upper end of the scale. The highest level of agreement was observed for acquiring knowledge (Item 9), with 59.0% selecting 5 (very much), followed by researching and inventing (Item 10), where 54.5% chose 5. Other items also received substantial agreement: 41.7% chose 5 for devising new ideas (Item 6), 41.0% for communicating ideas to other people (Item 8), and 34.0% for improving existing things (Item 7). These results suggest that preservice teachers strongly associate science with creativity, innovation, inquiry, and communication, rather than viewing it solely through a traditional content-based lens.

4.2. Second Research Question

An independent samples t-test was conducted to examine whether preservice primary school teachers who had completed the Natural Science course differed in their professional attitudes toward science teaching compared to those who had not (see

Table 1. Independent samples t-test comparing professional attitudes toward science teaching between preservice teachers who completed or did not complete the Natural Science course.

t(154)	p-Value (2-Tailed, α = 0.05)	Mean Difference	95% CI
−1.23	0.222	−0.097	[−0.253, 0.059]

Group 1 (Did not take the course): N = 72, M = 3.38, SD = 0.48; Group 2 (Took the course): N = 84, M = 3.48, SD = 0.51.

). The analysis revealed no statistically significant difference between the two groups, t(154) = −1.23, p = 0.222, with a small mean difference of −0.097 (M = 3.38 for those who had not completed the course, M = 3.48 for those who had). The 95% confidence interval for the mean difference ranged from −0.253 to 0.059, crossing zero and indicating non-significance.

4.3. Third Research Question

To explore the relationship between preservice teachers’ professional attitudes toward science teaching and their epistemological views of science, Spearman’s rank-order correlation was conducted due to the non-normal distribution of the data. The analysis revealed a very weak, negative correlation between the two composite variables, ρ(156) = −0.096, p = 0.233 (see Table A2). This correlation was not statistically significant, indicating that participants who expressed more positive professional attitudes were not significantly more likely to hold broader, contemporary views of science. These results suggest that, within this sample, the two constructs—attitudes and views—are not strongly or systematically related.

5. Discussion

In this section, the key findings are discussed in connection with the research questions. The first two subsections address preservice teachers’ professional attitudes toward science teaching and their views of science, related to the first research question. The next subsection considers the role of coursework in shaping these attitudes, corresponding to the second research question. The last subsection examines the relationship between teachers’ professional attitudes and epistemological views of science, answering the third research question.

5.1. Preservice Primary School Teachers’ Professional Attitudes Toward Science Teaching

The findings from the Relevance of teaching science subscale indicate that preservice primary school teachers generally hold positive professional attitudes toward science education. Most respondents strongly endorsed statements that emphasized the significance of introducing science early in primary education and providing additional support to teachers lacking experience. Such results align with existing research indicating the broad acknowledgment among teachers of the importance of science for young learners’ development (Harlen & Qualter, 2018; Kırkıç & Arıkan, 2023; J. Osborne & Dillon, 2008). Nevertheless, the relatively weaker agreement observed on the item linking science teaching explicitly to students’ involvement with technological and societal challenges suggests a narrower perception of the role science might play beyond the classroom.

The results from the Gender-stereotypical beliefs subscale suggest that preservice primary school teachers strongly reject stereotypes regarding gender differences in competence or enthusiasm for teaching science. The strong disagreement evident on items related to perceived male superiority in science teaching (Items 8–10) aligns with literature indicating progress in overcoming traditional gender-based assumptions within initial teacher education programs (Archer et al., 2013; Carlone et al., 2014). These responses generally reflect positively on the preservice teachers’ professional attitudes and indicate their openness toward inclusive and equitable classroom approaches. However, responses regarding perceived gender differences in pupils’ interest in science (Items 6 and 7) were less consistent. Item 6 yielded mostly neutral responses (median = 3), suggesting that many teachers felt uncertain or hesitant about this issue. In contrast, Item 7 showed more disagreement overall (median = 2), though the neutral option was still the most frequently chosen (32.7%). This indicates that while many preservice teachers disagreed, a notable number remained unsure. Such mixed responses could reflect limited practical classroom experience, hesitation to express definite opinions, or the subtle influence of broader societal stereotypes related to boys’ and girls’ interests and behaviors in science education (Archer et al., 2015; Brotman & Moore, 2008).

The findings on preservice teachers’ perceptions about the difficulty of teaching science revealed mostly neutral or slightly uncertain attitudes. This tendency toward neutrality on the Difficulty of teaching science subscale may indicate preservice teachers’ limited experience or uncertainty about the challenges their colleagues encounter when teaching science at the primary level (Appleton, 2006; Harlen & Qualter, 2018). Such uncertainty might stem from their minimal exposure to classroom settings, making it challenging for them to realistically judge the complexity of science content, the required teaching strategies, or common instructional difficulties (Hudson & Ginns, 2007; D. Palmer, 2006). Additionally, the smaller number of participants who explicitly disagreed with statements about the difficulty of teaching science could reflect an overly optimistic or somewhat naive view of classroom realities, possibly influenced by idealistic beliefs formed during early teacher education or the absence of direct teaching experiences (Howitt, 2007).

The preservice primary school teachers gave moderate, mostly neutral responses about their enjoyment of teaching science, indicating limited emotional engagement or possible ambivalence at this stage of their education. This predominantly neutral response pattern could stem from ongoing uncertainty or limited confidence due to insufficient teaching experience, factors previously highlighted as barriers to developing positive feelings toward science teaching in primary education (Howitt, 2007; D. Palmer, 2006). Although a minority of participants reported enthusiasm and enjoyment, the relatively modest proportion of strong positive responses underscores the importance of explicitly addressing affective components of teacher identity during initial teacher training (Avraamidou, 2014; Hong & Greene, 2011).

The relatively low levels of anxiety about teaching science reported by preservice primary school teachers are promising and suggest a stable emotional foundation at this early stage in their careers. Predominantly neutral and disagreeing responses to the anxiety-related items suggest that participants reported relatively low levels of anxiety. While this may be interpreted as a sign of emotional preparedness or perceived confidence, such an explanation should be seen as tentative and is best understood in light of earlier studies that highlight these factors as central to effective science teaching (Appleton, 2006; D. Palmer, 2006). The relatively small proportion of respondents expressing explicit anxiety or stress may reflect either genuinely low anxiety levels or, alternatively, a lack of exposure to the realistic challenges involved in science teaching (Howitt, 2007; Menon & Sadler, 2016).

Preservice primary school teachers’ generally positive responses on the Self-efficacy subscale indicate confidence in their capacity to effectively teach science. The strong endorsement of statements related to supporting students in problem-solving and mastering instructional content suggests that most respondents feel adequately prepared and confident in their pedagogical skills. These findings align with existing research emphasizing the critical role that self-efficacy plays in shaping teachers’ instructional decisions, resilience, and openness to innovative teaching approaches (Bandura, 1997; D. Palmer, 2006). Nevertheless, the presence of a notable neutral subgroup (approximately 22–30% of respondents) suggests that some preservice teachers remain uncertain about their teaching efficacy, possibly due to limited practical experience or exposure to authentic classroom situations (Howitt, 2007; Menon & Sadler, 2016).

The strong emphasis placed by preservice primary school teachers on external support, as indicated by responses on the Context factors subscale, underscores the critical role of structured pedagogical resources in science education. The high levels of agreement regarding the availability of ready-to-use materials and established teaching methods suggest that participants see tangible resources and clear instructional guidance as essential for effective science teaching. These findings align closely with prior research highlighting how practical support, curricular materials, and structured approaches significantly shape novice teachers’ readiness to engage in teaching science (Appleton, 2006; Hudson & Ginns, 2007). However, the more dispersed responses regarding support from colleagues and the school environment suggest varied experiences or expectations related to collaborative support in professional settings. The observed variability may reflect preservice teachers’ limited direct experience within school communities or uncertainty regarding their future teaching contexts (Howitt, 2007).

The findings presented underscore several important implications for teacher education curricula aiming to enhance preservice primary school teachers’ professional attitudes toward science teaching. The weaker agreement among preservice teachers regarding the role of science teaching in addressing technological and societal challenges indicates that teacher education programs need to explicitly emphasize connections between science education and broader societal contexts, addressing both the epistemological and social dimensions of science teaching (Sadler & Zeidler, 2009; Zeidler, 2014). Consequently, the mixed pattern of responses regarding preservice teachers’ gender-stereotypical beliefs underscores the importance of explicitly addressing gender equity in teacher education curricula, extending beyond perceptions of teacher roles to include sensitivity toward students’ diverse interests and behaviors in science classrooms. Additionally, the observed uncertainty among preservice teachers regarding the perceived difficulty of teaching science underscores the importance of incorporating authentic classroom experiences and structured pedagogical support within teacher education programs, aiming to cultivate a more informed, realistic, and confident approach to teaching primary science. Given that preservice teachers often struggle to form positive emotional associations with science teaching without substantial, positive teaching experiences, supportive mentoring, or reflective opportunities (Appleton, 2006; Menon & Sadler, 2016), teacher education programs should strive to incorporate authentic science teaching experiences that are enjoyable, meaningful, and supportive, facilitating not only pedagogical competence but also stronger affective connections to teaching science (D. Palmer et al., 2015). Furthermore, prior studies emphasize that anxiety in teaching science often stems from inadequate subject-matter knowledge or limited teaching experience (Howitt, 2007; D. Palmer et al., 2015). Thus, sustained positive attitudes and reduced anxiety levels should be actively fostered through supportive mentoring, opportunities for guided classroom experience, and explicit attention to pedagogical content knowledge within initial teacher education programs (Avraamidou, 2014; Hudson & Ginns, 2007). Moreover, studies consistently report that preservice teachers’ self-efficacy beliefs are strongly influenced by direct, successful teaching experiences and positive mentoring (Appleton, 2006; D. Palmer et al., 2015). Thus, teacher education programs should emphasize opportunities for authentic, guided practice and reflective activities that explicitly address efficacy beliefs, fostering confidence and competence in teaching science (Avraamidou, 2014; Hudson & Ginns, 2007). Finally, preservice teachers’ strong emphasis on the importance of external pedagogical support and varied responses about collaborative support within schools underscore the need for teacher education programs to not only emphasize the provision of structured pedagogical resources but also explicitly foster collaboration skills and professional networks, preparing future teachers to effectively leverage diverse types of contextual support in their classrooms (Avraamidou, 2014; Menon & Sadler, 2016). By systematically addressing these aspects, initial teacher education can better prepare future primary school teachers to confidently, competently, and enthusiastically engage in science teaching.

5.2. Preservice Primary School Teachers’ Views on Science

Responses to the subscale measuring narrow views of science (Items 1–5) indicate that preservice primary school teachers hold predominantly traditional views about science, strongly associating it with activities such as carrying out tests, working in a laboratory, and specific content areas like sustainable energy, stars, and planets. This strong identification aligns closely with prior studies showing that teachers, particularly those at early stages of professional development, frequently perceive science in terms of clearly observable phenomena, structured laboratory tasks, and well-established curricular topics (Appleton, 2006; J. Osborne & Dillon, 2008). Such traditional views likely reflect their personal educational experiences and prior schooling, which emphasize structured, content-oriented teaching approaches, thus shaping their conceptual frameworks and influencing future teaching practices (Harlen & Qualter, 2018). However, the notable variability, especially in responses about working with chemical substances, suggests underlying uncertainties or concerns regarding practical activities involving technical complexity or perceived risks. Research highlights that preservice teachers’ uncertainties about such tasks often result from limited firsthand experience, anxiety about managing hazards, or insufficient practical training during initial teacher education (Howitt, 2007).

In contrast, responses on the subscale measuring contemporary views of science (Items 6–10) showed strong support for seeing science as an active, collaborative process focused on building knowledge. This aligns well with current educational reform that emphasize constructivist approaches and inquiry-based learning (Erceg & Alajbeg, 2024; Erceg & Ivošević, 2025). Preservice teachers largely agreed with statements related to acquiring knowledge, researching, inventing, and communicating and improving ideas, suggesting that they view science as dynamic and creative rather than simply memorizing facts. This shift toward emphasizing exploration, collaboration, and problem-solving within science education indicates a positive trend in teacher training, reflecting broader educational shifts toward modernized science curricula (Appleton, 2006; Zeidler, 2014). However, it remains important to explore whether these progressive attitudes effectively carry over into real classroom practices, as previous studies have often noted inconsistencies between teachers’ stated beliefs and their actual teaching methods (Menon & Sadler, 2016; D. Palmer et al., 2015).

Overall, the findings suggest that preservice primary school teachers hold both traditional and contemporary views simultaneously, highlighting an intriguing yet somewhat contradictory duality in their understanding. This duality indicates that preservice teachers may be in a transitional phase, combining traditional educational backgrounds with newer, progressive ideas introduced during their teacher education (Menon & Sadler, 2016). The presence of these mixed views could reflect positive flexibility, enabling teachers to effectively combine structured methods with inquiry-based approaches, or it could pose challenges if they have difficulty integrating these perspectives in practice (Hudson & Ginns, 2007). Teacher education programs should openly address this tension, helping preservice teachers develop a coherent understanding that blends foundational knowledge with contemporary teaching methods, thereby better equipping them for the realities of classroom teaching (Avraamidou, 2014; D. Palmer et al., 2015).

5.3. The Role of Teacher Education Coursework in Shaping the Professional Attitudes of Preservice Primary School Teachers

The results showed that participation in the Natural Science course did not significantly affect preservice primary teachers’ professional attitudes toward teaching science. The lack of a statistically significant difference between the groups suggests that, in its current form, this course may not effectively shape broader professional attitudes among preservice teachers. This outcome aligns with previous studies highlighting that fostering positive attitudes toward science teaching generally requires sustained, integrated experiences rather than isolated coursework alone (Appleton, 2006; Hudson & Ginns, 2007). Although the observed difference was minor and not statistically meaningful, it underlines the importance of critically reviewing course content and teaching methods specifically aimed at shaping professional attitudes toward science teaching.

The finding that completion of the Natural Science course did not significantly influence preservice teachers’ professional attitudes deserves further consideration. One possible explanation lies in the structure of the course itself. Designed primarily as a stand-alone, content-focused unit, it provides students with essential disciplinary knowledge but offers relatively few opportunities to connect this knowledge with pedagogical practice. Limited emphasis on inquiry-based activities, reflective exercises, and links to classroom application may help explain why the course had little measurable impact on professional attitudes. This finding suggests that isolated coursework, even when well-designed in terms of scientific content, is insufficient on its own to shape preservice teachers’ broader views and dispositions toward teaching science. Future research should therefore examine the pedagogical design and implementation of such courses in greater detail, with particular attention to how they integrate practical, reflective, and inquiry-oriented elements. Improving these aspects might enhance the course’s impact, potentially boosting preservice teachers’ confidence, enthusiasm, and overall positivity about science education (Avraamidou, 2014; Menon & Sadler, 2016). Future studies could also build on these findings by incorporating qualitative approaches, which may provide deeper insights into preservice teachers’ lived experiences within such courses and help clarify why certain features are more or less effective in shaping professional attitudes (Mihret et al., 2022).

5.4. Relationship Between Preservice Primary School Teachers’ Professional Attitudes Towards Science Teaching and Their Epistemological Views on Science

The correlation analysis between preservice primary teachers’ attitudes toward science teaching and their views about the nature of science showed a very weak relationship that was not statistically significant. Specifically, the data suggest that preservice teachers who expressed more positive professional attitudes toward science teaching were not systematically more likely to hold broader, contemporary views of science. Although intuitively one might expect these constructs to be closely related—since teachers’ underlying views about science might logically shape their attitudes toward teaching it—the present results indicate that such a connection may be weaker or more complex than previously assumed. Previous research similarly emphasizes that preservice teachers’ professional attitudes and their epistemological conceptions of science can develop somewhat independently, influenced by distinct factors such as personal educational histories, practical classroom experiences, or specific aspects of teacher education (Appleton, 2006; Avraamidou, 2014). In the current sample, participants’ diverse educational backgrounds and varied exposure to science subjects during prior schooling could have contributed to the independence observed between attitudes and epistemological views. More than one-third of participants (39.7%) had completed vocational secondary education, possibly resulting in less consistent or more fragmented exposure to formal science education compared to those with general secondary backgrounds. Additionally, although the majority had studied science subjects through the end of secondary education, their involvement with science through formal assessment (state graduation exams) was limited, suggesting relatively modest engagement with science content at an advanced or rigorous academic level. Furthermore, nearly all participants (95.5%) reported having no practical experience in teaching science-related content. This lack of practical teaching experience may have limited opportunities for integrating attitudes toward teaching with epistemological views of science, potentially reinforcing their independent development. Consequently, teacher education curricula may need a more integrated and explicitly supportive approach, connecting theoretical frameworks with reflective and practical experiences to bridge these gaps and foster coherence between preservice teachers’ professional attitudes and their epistemological views of science (Hudson & Ginns, 2007; D. Palmer et al., 2015).

5.5. Research Limitations

Several limitations should be kept in mind when interpreting the results. The sample consisted of 156 preservice primary school teachers drawn from a single university department. While this provided the advantage of analyzing responses within a clearly defined curricular context, it may also limit the generalizability of the findings and introduce potential bias. Although drawing all participants from the same program ensured curricular consistency, the sample included students from all five years of study, which may have introduced cohort-related differences that were not examined in the present analysis. The strong gender imbalance in the sample is another factor that could constrain the generalizability of the findings. In addition, the study relied on self-report surveys, which can be affected by social desirability and other response biases. The cross-sectional design also does not allow for examining changes over time or identifying causal effects.

6. Conclusions and Future Research

This study, set within the context of teacher education and recent science education reform in Croatia, investigated preservice primary school teachers’ professional attitudes toward science teaching. It examined whether attending a Natural Science course influenced these attitudes and explored how teachers’ attitudes were connected to their broader beliefs about the nature of science.

Using a quantitative cross-sectional survey within an exploratory case study at the University of Split, the study found that preservice teachers generally had positive attitudes toward teaching science, though their responses showed mixed feelings related to enjoyment, anxiety, perceived teaching difficulty, and beliefs about gender and pupils’ interests. Teachers appeared to hold both traditional and contemporary ideas about science simultaneously. Moreover, taking the science course alone did not significantly change their professional attitudes, and there was only a weak connection between their attitudes and views about the nature of science, suggesting these two aspects develop somewhat independently.

These findings highlight the importance of teacher education programs explicitly addressing these complexities by integrating theoretical knowledge with ongoing practical classroom experiences. Since individual courses alone had limited impact, teacher training should focus more strongly on inquiry-based learning, reflective teaching methods, emotional engagement, gender equity, mentorship, and professional networking opportunities. Clearly linking teachers’ attitudes toward science teaching with their understanding of science as a discipline could help reconcile traditional and contemporary approaches, ultimately strengthening their confidence and effectiveness in teaching science.

Future studies should explore specific curricular interventions—such as incorporating inquiry-based strategies, reflective and collaborative approaches, and hands-on experiences—to better develop and integrate preservice teachers’ professional attitudes toward science teaching with their broader understanding of science. In addition to these general approaches, the findings of this study point to the need for more concrete curricular revisions, including the introduction of a mandatory science methods course, increased practicum hours to allow preservice teachers to connect theory with classroom practice, and structured reflective teaching modules to strengthen self-awareness and confidence. Beyond examining the effectiveness of individual courses, future research should also include broader and more diverse samples, adopt longitudinal designs to capture developmental changes, and, where possible, employ mixed-method approaches to strengthen interpretability. Qualitative methods may also provide deeper insight into how preservice teachers experience teacher education. Advancing both curricular and methodological approaches will be essential to promote coherent, informed, and enthusiastic science teaching among future primary educators.