Spanish teaching students’ attitudes towards teaching science at the pre-school level Jiménez Tejada, María del Pilar Romero López, María del Carmen Almagro Fernández, Agnes González García, Francisco Vílchez González, José Miguel Previous researches on early childhood teachers´ attitudes toward science teaching reveals that they feel anxiety and fear regarding science classes. Sometimes, teaching students´ experience with science have a significant influence on their attitude toward science and science teaching. This prior experience has been frequently joined to remember abstract concepts, and it determine what they guess about science teaching in early childhood. In order to assess teacher trainee´s pre-existing attitudes and beliefs toward science teaching in early years, we used a preschool teachers’ attitudes and beliefs toward science teaching questionnaire developed and validated for Maier, Greenfield and Bulotsky-Shearer (2013). Aspects such as science knowledge or ability to create science related activities, at the beginning, are very poorly valued by future teachers of early childhood education. The main reason is the poor knowledge that they have about science in general. We can conclude that it is important that future teachers of early childhood education should understand importance to teach science to children. 2022-10-11T07:14:45Z 2022-10-11T07:14:45Z 2016 conference output ERPA 2015 https://hdl.handle.net/10481/77239 10.1051/shsconf/20162601103 eng open access SHS Web of Conferences ERPA 2015