I can’t teach science! A case study of an elementary pre-service teacher’s intersection of science experiences, beliefs, attitude, and self-efficacy

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 the impact of Lisa’s prior science
experiences on all three domains and shed light on the interrelationship between her
beliefs, attitude, and self-efficacy. Her course experiences allowed for changes in her
beliefs about science and science teaching, and an improved attitude toward and a
stronger sense of confidence toward learning and teaching science.