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Field experiences provide an important opportunity for preservice teachers to observe and practice science instruction. Too often, insufficient time is allotted for elementary science instruction in the formal classroom.

Many preservice teachers struggle in science courses and foster anxieties regarding science instruction in their future classrooms.

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students.

This qualitative study examines data from eight elementary preservice teachers who transitioned into student teaching after participating in an alternative science methods course that included teaching afterschool science to elementary grade students.

Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience.

The Draw-a-Scientist Test is an open-ended projective test that assesses children's conceptual images of scientists.

The Science Teaching Efficacy Belief Instrument (STEBI) is used in many studies to measure science teaching self-efficacy and outcome expectancy in preservice elementary teachers.  This 25-item instrument uses a 5-point Likert scale.  

The Reformed Teaching Observation Protocol (RTOP) was developed as an observation instrument to provide a standardized means for detecting the degree to which K-20 classroom instruction in mathematics or science is reformed.  RTOP consists of 25 items, each using a 5-point Likert scale.