摘要：AbstractThis study explains the adaptation of Maryland Physics Expectations Questionnaire (MPEX) developed by Redish et al. (1998) into the Science Expectations Questionnaire (SEQ) investigating pre-service biology, chemistry, and physics teachers’ science expectations. Furthermore, this study probes whether pre-service teachers’ expectations in science courses are different from each other. The questionnaire was applied to 382 pre-service teachers. The results showed that being in variety departments like biology, chemistry, or physics really did not make difference on students’ science expectations. Specifically, our results suggested that the SEQ was applicable to pre-service biology, chemistry, and physics teachers to measure their science expectations.
