This study aims to develop knowledge about student preschool teachers’ knowledge development of science and science teaching during their preschool teacher education. The data material consists of a web-based questionnaire with multiple-choice and open-ended questions. 183 students have participated in a cross-sectional study of students in semesters one, five and seven of a preschool teacher education programme. The analysis shows that a positive attitude dominates the students' views of science and that their self-confidence about science subjects and science teaching increases over time. The results from the two open-ended questions about the student´s experiences of science teaching in relation to thematic teaching and their education show a great variety. Reasons why science can be perceived as difficult for them to teach are indicated, but at the same time, awareness of ways to shape science teaching emerges. The consequences of the results for preschool teacher education are discussed.
Thulin et al. (Wed,) studied this question.
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