Learning to Love Science: Preservice Elementary Teachers Conceptualizations of Science Teaching and Self-Efficacy to Teach Science

Novice teachers often lack inquiry-based science experiences in their own K-12 learning and are therefore unlikely to incorporate ambitious science learning in their own classrooms. To combat this, it is important for preservice programs to include inquiry-based science activities. This study explored the changes in preservice elementary teachers' self-efficacy to teach science after an 8-week methods course. Findings indicate that the preservice teachers gained teaching self-efficacy, an understanding of the Nature of Science, and the nature of science teaching. Course details are provided that offer strategies for incorporating inquiry-based science into preservice courses.