This study’s goal was to examine the attitudes of prospective science teachers towards nanobiotechnology according to different variables (their gender, grade level, family educational status, family income status, the region of their university, the frequency of teaching nanotechnology topics in their courses, and the status of following scientific publications). The survey method was used in the current study. The study data were obtained from a nanobiotechnology attitude scale and a personal information form and applied to 1318 prospective science teachers. The collected data were analyzed by the Mann-Whitney U and Kruskal-Wallis H tests. It was determined that the attitudes of prospective science teachers towards nanobiotechnology differed according to grade level, the region of their university, the frequency of teaching nanotechnology topics in their courses, and the status of following scientific publications. However, they did not differ according to gender, family educational status, and income status. The results obtained from the study reflecting a profile of Turkey can guide educational policymakers, program developers, lecturers, and researchers working on nanobiotechnology.

这项研究的目的是根据不同的变量（他们的性别，年级，家庭教育状况，家庭收入状况，大学所在的地区，在课程中教授纳米技术主题的频率以及以下科学出版物的状态）。本研究采用调查方法。研究数据来自纳米生物技术态度量表和个人信息表，并应用于1318名准科学教师。收集的数据由Mann-Whitney U和Kruskal-Wallis H分析测试。已确定，未来的科学教师对纳米生物技术的态度会因年级，大学所在地区，课程中教授纳米技术主题的频率以及以下科学出版物的状况而异。但是，根据性别，家庭受教育程度和收入状况，他们没有差异。从研究中获得的反映土耳其概况的结果可以指导教育政策制定者，程序开发人员，讲师和从事纳米生物技术的研究人员。