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This paper presents a pilot case study on developing a qualitative tool to evaluate sciencestudent teachers‟ beliefs concerning science teaching and learning. The study is based onstudent teachers‟ drawings of themselves in a typical classroom situation and four openquestions. Data was collected from 104 freshman science student teachers, and evaluatedbased on the basic tenets of Grounded Theory. Applying Grounded Theory led to aframework of categorising the student teachers‟ beliefs in three categories: (I) Beliefsabout Classroom Organisation, (II) Beliefs about Teaching Objectives, and (III)Epistemological Beliefs. All three categories were expanded to a dimension between moretraditional beliefs and beliefs in line with modern educational theory. The participants inthe study were from different groups of student teachers in one of four domains ofscience teaching: secondary school Biology, Chemistry or Physics or Primary Science. Thetool proved to be interesting for gaining insights into the beliefs of freshman sciencestudent teachers. The initial results from this case study indicate that secondary studentteachers of Chemistry and, even moreso, Physics hold teacher- and content-structurecentredbeliefs about science teaching and learning, whereas Biology student teachers, andeven more pronouncedly Primary Science student teachers, hold more student-centredand scientific literacy-oriented beliefs.

eurasia journal of mathematics science and technology education

Developing a Tool to Evaluate Differences in Beliefs About Science Teaching and Learning Among Freshman Science Student Teachers from Different Science Teaching Domains: A Case Study