Self-Efficacy, Standards, and Benchmarks as Factors in Teaching Elementary School Science

The importance of teaching elementary science has never been greater. Research indicates that factors constraining teaching elementary school science create obstacles to teaching hands-on, minds-on science. Much of this research preceded the standards and benchmarks initiatives or was predominantly survey-based. This qualitative case study of four teachers researched current factors influencing the teaching of elementary science. Results indicate that (1) previously documented constraining factors continue to be obstacles to teaching elementary schools science, (2) a new external influence is the presence of and pressure to meet district science standards and benchmarks, and (3) that self-efficacy can be considered an internal constraining factor.