Abstract
Priamry techers' attitudes toward teaching science topics were examined, as part of the dissertation project. For this purpose, The Dimensions of Attitude to Science (DAS) was used.
The research survey was attended by 355 teachers from the fifth year of elementary schools. Respondents' responses were evaluated with regard to the length of the pedagogical practice of the participants.
Teachers were divided into six groups according to the length of teaching practice. The paper presents the results of the statistical analysis of the answers.
Attention is paid to the questionnaire items, where statistically significant differences were found in the answers of individual groups. The result shows that pedagogical practice has a positive impact on the experience stress during science topics teaching.
The length of pedagogical practice also positively affects the effectively advise pupils ability when it is needed.