Abstract
Research studies have reported an overall positive change of attitude toward teaching science after prospective elementary teachers complete a science methods course. The studies also reveal an absence of a description of the attitude change from the individual participant's point of view. It was the purpose of this three-year qualitative study to generate a framework of categories to describe perspective teachers' change of attitude toward teaching science over the term of a science methods course. Participants were graduate change-of-career prospective elementary science teachers. Sources of narrative data were participants' science journal entries and post-lesson plan comments.
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