Hadji-georgiou (2001) points out: It should be recognized that attitudes towards science might very well be not just as important as a strong conceptual base, but more important, since they are the prerequisites or the motivators for childrens engagement in science activities (p. 64, emphasis added). Once developed at an early age, these attitudes may facilitate or hinder young childrens long-term relationship to science (Chittenden & Jones,1998; Elkind, 1998). Spodek, B., & Saracho, O. N. (2007). Contemporary Perspectives on Science and Technology in Early Childhood Education. Charlotte, N.C.: Information Age Publishing, Inc. p. 66 How would you work on developing science attitudes within your lessons in addition to the actual science concepts?

Hadji-georgiou (2001) points out: It should be recognized that attitudes towards science might very well be not just as important as a strong conceptual base, but more important, since they are the prerequisites or the motivators for childrens engagement in science activities (p. 64, emphasis added). Once developed at an early age, these attitudes may facilitate or hinder young childrens long-term relationship to science (Chittenden & Jones,1998; Elkind, 1998).
Spodek, B., & Saracho, O. N. (2007). Contemporary Perspectives on Science and Technology in Early Childhood Education. Charlotte, N.C.: Information Age Publishing, Inc. p. 66

How would you work on developing science attitudes within your lessons in addition to the actual science concepts?