Exploring Moroccan Early Childhood Teachers' Perceptions of Science Education: Importance, Confidence, and Barriers
Raja OUABICH, Lahcen TIFROUTE, Leila RAFOUK
The underemphasis on science instruction in early childhood settings has persisted, resulting in shortages in professions reliant on robust science education. This hampers child development and equitable education progress. This study aimed to uncover Moroccan early childhood educators' perceptions regarding the significance of science experiences, their confidence in teaching science, and the obstacles they face in integrating science activities into their classrooms. Surveying 106 teachers in South Morocco, findings highlighted science's minimal priority among curriculum domains for young children. Professionals exhibited least confidence in teaching science compared to other curriculum domains. Identified barriers encompassed inadequate training, limited knowledge, negative beliefs about children's science learning aptitude, low self-confidence, time constraints, lack of content in Arabic language and limited access to resources. Addressing these issues could enhance science learning quality, equipping children for diverse fields and empowering them for future success in an in a rapidly changing world.
Keywords: Barriers, Confidence, Early Childhood Teachers, Importance, Science Education, Scientific literacy
