Attitudes; Student Teachers

This study examined the influence of reflective journal writing, paired with inquiry-based science instruction, on preservice elementary teachers ' beliefs about science and science teaching. Participants actively interacted with scientific ideas and phenomena in class. They kept daily reflection journals, reacting to statements from various educational standards. Feedback was provided via discussion groups and written responses from the professor. Students completed the Science Teaching Efficacy Belief Instrument. Researchers used data from the surveys, student journals, observations, lesson plans, and discussions to analyze emergent theme