부산대학교 도서관

A study examined the impact of field experiences on preservice science teachers' beliefs. Participants were 16 undergraduate students in a science education methods course at a Southeastern university. Results revealed that participants' beliefs focused on the key dualities of learning through transmission and experience and of teacher-centered and student-centered instruction. Furthermore, the results indicated that beliefs were both reinforced and challenged by field experiences. Implications of the results are presented.