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The purpose of this study was to examine the beliefs of preservice elementary teachers toward science and science teaching. By examining prior experiences in science courses, as well as achievement in such courses, the impact of requiring preservice teachers to continue pursuing science course work could be better defined. An analysis of such beliefs may contribute important information and direction for preservice teacher education reform. An analysis of the interview responses yielded both interesting and, at times, predictable patterns. Descriptors used by study participants were overwhelmingly negative, suggesting that negative feelings overshadow achievement in science as an influence on science teaching self‐efficacy.
Tarik Tosun (Wed,) studied this question.