Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The…

Given the recent media attention on the public's shift in opinion toward being more skeptical about climate change, 154 preservice teachers' participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence…

The purpose of this study was to examine the relationships among science content knowledge, understanding the Learning Cycle, and self-efficacy among preservice teachers. Preservice teachers enrolled in an elementary science-methods course were categorized as Fearful, Disinterested, Successful, or Enthusiastic science learners based on differing…

This study examined changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding…

The Science Teaching Efficacy Belief Instrument-Preservice (STEBI-B) has been used in many studies to measure science teaching self-efficacy and outcome expectancy in preservice elementary teachers. Since its development in 1990, there have been no studies that have re-examined its internal validity and reliability. The purpose of this study was…

This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and…

This study examined the difficulties and factors that led to understanding the learning cycle teaching strategy. Participants included 83 preservice elementary teachers (PTs) enrolled in multiple sections of a science methods course taught by the same professor, one of the authors of this study. Analysis revealed that there were four categories of…

The purpose of this study was to examine changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science…