This study was mainly conducted to investigate the extent to which preservice teachers held alternative conceptions in fundamental elementary science concepts from earth/space, life and physical sciences along with their self-efficacy beliefs about science...
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This study was mainly conducted to investigate the extent to which preservice teachers held alternative conceptions in fundamental elementary science concepts from earth/space, life and physical sciences along with their self-efficacy beliefs about science teaching. This study also examined the potential relationship between the numbers of alternative conceptions held by preservice teachers and their self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the four sections of the science methods courses offered in a large Midwestern university in US participated in this study. Data were collected through the use of Alternative Conceptions in Science Instrument, Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), and a participant information form. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers (67.4%) held a number of alternative conceptions, mostly in th
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