Abstract
Contemporary pupils are not much interested in natural sciences. This is confirmed by the number of students embarking on natural sciences universities, and lack of experts in the labour market.
Research has demonstrated that the motivation for further study science subjects is closely related to the sense of understanding of the natural sciences. It is necessary to strengthen this sense from an early age children, when they are experiencing the greatest development of language, motor and cognitive functions.
Therefore the inclusion of themes emerging scientific literacy in teaching already at this stage of development seems as an appropriate step. The teacher's role in creating conditions for the development the scientific literacy is essential.
The paper presents the results of research mapping the awareness of scientific literacy among (future) teachers at pre-primary (ISCED 0) and primary (ISCED 1) levels of education. The results indicate a need for a systematic expansion of the ideas and the principles of the scientific literacy development among teachers on those levels of education.