Pre- and post-data of a research conducted at the Department of Early Childhood Education for investigation of attitudes and efficacy beliefs of pre-service kindergarten teachers (academic year 2022-23)

We conducted a mixed methods study at the Department of Early Childhood Education, University of ioannina, Greece at 2022-23 academic year. The objective of this study was to ascertain whether an educational intervention, founded upon the principles of the Inquiry-Based Learning model and utilising the ScratchJr tool in designing Science activities that develop scientific skills in students, can influence the attitudes and the efficacy beliefs regarding science teaching of pre-service kindergarten teachers. A total of 188 students enrolled in the Department of Early Childhood Education at the University of Ioannina in Greece participated in our study. The Dataset contains the qualitative data of our research. The students' efficacy beliefs regarding science teaching were measured using a translation of the scale Science Teaching Efficacy Belief Instrument (Preservice Version), also known as STEBI-B, developed by Enochs & Riggs (1990). In addition the attitudes of the students about science teaching were measured using a translation of t Science Teaching Attitude Scale by Thompson & Shrigley (1986).