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).

本研究于2022-2023学年在希腊约阿尼纳大学（University of Ioannina）幼儿教育系开展，采用混合研究方法。本研究旨在探究：基于探究式学习（Inquiry-Based Learning）理念、运用ScratchJr工具设计可培养学生科学技能的科学活动所实施的教育干预，是否会对职前幼儿园教师的科学教学态度与教学效能感产生影响。本次研究共招募希腊约阿尼纳大学幼儿教育系的188名在校生参与。本数据集包含本研究的质性研究数据。研究采用Enochs与Riggs于1990年开发的《科学教学效能感量表（职前版）》（Science Teaching Efficacy Belief Instrument, Preservice Version，简称STEBI-B）的汉化版本，对参与者的科学教学效能感进行测量。此外，本研究采用Thompson与Shrigley于1986年开发的《科学教学态度量表》的汉化版本，对参与者的科学教学态度进行测量。