Özet:

Purpose: The aim of this study is to investigate the level of science teachers’ professional and scientific attitudes, whether these variables differ according to gender and the relationship between two variables. Design/Methodology/Approach: It is conducted through survey design based on quantitative research. A total of 174 science teachers (91 females and 83 males) working in public middle schools participated. The data were collected using “Attitudes towards Teaching Profession Scale” and “Scientific Attitudes Scale”. Additionally, qualitative data were collected through “Demographic Information Form” to support quantitative findings. Descriptive statistics, independent samples t-test and Pearson correlation analysis techniques were used in quantitative data analysis. Besides, descriptive analysis technique was used to analyze qualitative data. Findings: Results revealed that science teachers possessed highly positive attitudes towards teaching profession, and their scientific attitudes were at moderate level. While female teachers’ professional attitudes were found to be more positive, scientific attitudes did not change by gender. There was a moderate and positive relationship between two variables. Science teachers choose their profession mainly for affective reasons such as loving teaching. Moreover, although teachers mostly attended in-service training programs, they were not trained on nature, history or philosophy of science to improve scientific attitudes. Finally, it was discovered that TUBITAK publications were popular among science teachers. Highlights: Although science teachers possess positive attitudes towards their profession, their scientific attitudes found to be moderate. In the Information Age, scientific attitudes of teachers are of great importance as well as their attitudes towards their profession. In order to support teachers’ scientific attitudes, in-service trainings on the nature, history, or philosophy of science can be developed, implemented, and evaluated.

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