Abstract:

The purpose of this study was to assess the association between United States K-4 preservice teacher‟s attitudes toward specific animals and the likelihood that the preservice elementary teachers would incorporate these specific animals in their future science curriculum. A strong statistically significant association was found between the preservice elementary teacher‟s attitudes towards a specific animal and their likelihood to include or exclude that animal from their future science curriculum. Specifically, if a preservice elementary teacher had a positive attitude toward an animal they were much more likely to believe they would use that animal in their future science curriculum. Conversely, if a preservice elementary teacher had a negative attitude toward an animal they were much more likely to believe they would not use that animal in their future science curriculum. These findings have direct implications on the preservice teachers‟ future student‟s success in biological science courses and the preparation of preservice elementary teachers.

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