Teachers are an influence on the children that they teach. Their attitude to science will affect children’s attitude to science. This is why it is essential that teachers have a positive attitude to science.

The aim of this research is to probe the attitudes of early years’ teachers in Malta towards science and what factors affect these attitudes. Methodology adopted was a combination of quantitative and qualitative aspects. Quantitative data was obtained through a questionnaire distributed to early years’ primary teachers in Maltese state schools. Its’ aim was to find out attitudes across year teaching, experience, and qualifications. The questionnaire also revealed the factors and the influences that affect teachers’ attitude to science in the early years. Qualitative data was obtained through interviews and lesson observations. Interviews provided in depth knowledge of teachers’ attitude and what they think about science in the early years. Teachers interviewed were observed during a science lesson to see if their claims were reflected in their practice.

Results show that the majority of teachers have a positive attitude towards science. Teachers’ childhood experience, qualifications, peripatetic teacher resulted in being crucial in attitude formation and change. It is essential that student teachers are trained well in the B.Ed course to teach science in the early years. Teachers need to understand the real meaning of science education in order to change any negative attitudes they have and strengthen their existing positive attitudes.

B.Ed.(Hons)

Keywords: