Interdisciplinary Journal of Environmental and Science Education
More information...Published: Jan. 10, 2014
The case study reported in this paper is part of a larger multiple cross case analysis focusing on pre-service teachers with various initial confidence and attitudes toward science and science teaching. In this paper, the focus will be on one elementary teacher candidate, Lisa, who began the science methods course with a negative attitude and low self-efficacy. An in-depth description of her beliefs, attitude, and self-efficacy, before and after the course, the impact of her prior science experience and the science methods course on shaping these domains, and the possible interrelationship between the three variables are discussed. The findings revealed …