Pre-service teachers’ science beliefs, attitudes, and self-efficacy: a multi-case study

Abstract

The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs.

Keywords:

• teacher education
• pre-service teachers
• attitudes
• beliefs
• self-efficacy
• science methods