The association between preservice elementary teacher animal attitude and likelihood of animal incorporation in future science curriculum

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.