Early childhood and primary school period is the period when individuals are curious, inquisitive and researcher. With the educational experience gained in this period, scientific perspectives can be developed and they can be made as a literate scientist required by the 21st century people. At this point, the applicability of both early childhood teacher candidates and primary school teachers to science is very important. Universities also have great responsibilities in training relevant teachers. Teachers who have a positive attitude towards the nature of science, who are aware of the scientific process and who attach value, have the hope of raising good generations. For this reason, the aim of this study is to examine the pre-service teachers' perceptions about the nature of science, which will serve as both pre-school and classroom teachers. It has been investigated whether the perceptions of teacher candidates show significant differences according to various variables. Descriptive scanning model was used in the research. The nature of science scale developed by Özgelen (2013) was used as a data collection tool. SPSS 21.0 package program was used. It has been observed that the general averages of pre-service teachers' perceptions about the nature of science are low. According to the age variable, there is a significant difference in the scientific knowledge and scientist characteristics sub-dimension in favor of pre-service teachers over the age of 24. If an interdisciplinary approach is adopted in the education of pre-service teachers by increasing the knowledge and skills for science lessons with the addition of applicable course contents, their perception towards the nature of science can be increased.
Perception, Science, science nature, basic education, preschool teacher, classroom teacher