Abstract
This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary pre-service teacher, Heather, with extremely positive attitude and high self-efficacy. For this particular population of pre-service teachers, possessing a high science teaching self-efficacy alone is not sufficient to assume reform-based beliefs and teaching practices. This study was unique in that it concurrently explored the relationship between attitude, beliefs, and self-efficacy before and after the course. Initially, Heather’s attitude and self-efficacy with respect to science and science teaching were closely interrelated and a product of her own intrinsic interest in science and her unique K-12 experiences. Her beliefs appeared to have been shaped by both her actual science experiences and what she had witnessed in the classrooms. Heather’s course experiences shaped her post beliefs about science and science teaching, which consequently altered her attitude and confidence.
Highlights
Inquiry has been at the heart of science education reform initiatives (NRC, 1996; 2012; NSTA, 2002) and research during the past several decades
This begs the question: why have reform efforts and continuous research focused on enhancing science teaching practices, and learners’ science experiences, not been successful in enhancing the quantity and, perhaps more importantly, the quality of science education, in particular at the elementary level? The response to this question is multifaceted; it has been argued that this phenomenon has been due, in part, to reform efforts’ lack of recognition that “instructional practices are influenced by a complex set of belief systems, prior knowledge, epistemologies, attitude, knowledge, and skills” and have “failed to conceptualize reform as situated within this complex system” (Jones & Carter, 2007, p. 1087)
This study aims to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self-efficacy of an elementary preservice teacher (PST) with extremely positive attitude and high self-efficacy
Summary
Inquiry has been at the heart of science education reform initiatives (NRC, 1996; 2012; NSTA, 2002) and research during the past several decades. We continue to witness that in the elementary grades science is either absent, receives limited attention, or is taught using approaches not aligned with reform efforts (Appleton & Kindt, 2002; Fulp, 2002; Weiss, Banilower, McMahon & Smith, 2001). This begs the question: why have reform efforts and continuous research focused on enhancing science teaching practices, and learners’ science experiences, not been successful in enhancing the quantity and, perhaps more importantly, the quality of science education, in particular at the elementary level? Focusing on teachers’ cognitive and affective features will be essential in producing long lasting positive change in science education
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