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Autobiographies are an effective tool for assessing students' predispositions toward science and mathematics content and identifying any changes in attitude over time. The purpose of this study was to analyze autobiographies of students enrolled in elementary education methods classes to determine the kinds of K‐12 and college content course experiences affecting their perceptions of mathematics or science. Special attention was given to recollections of events that had positive or negative effects on students' interest in and attitudes toward science or mathematics, their confidence in these areas, and transitions in attitude throughout their experiences. Ninety‐eight autobiographies were collected and analyzed, revealing attitudes that were generally more positive than expected, five major emergent themes, and important information about when and why transitions in attitudes occurred.
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Ellsworth et al. (2000) studied this question.
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