Self-efficacy, standards, and benchmarks as factors in teaching elementary school science.

The importance of teaching elementary science has at no time been greater. Research indicates that factors constraining teaching elementary seminary science create obstacles to teaching hands-on, minds-on science. plenteous of this research preceded the standards and benchmarks initiatives or was predominantly survey-based. This qualitative case inquiry of four teachers researched common factors influencing the teaching of elementary science. comes indicate that (1) previously documented constraining factors continue to be obstacles to teaching elementary academys science, (2) a new external influence is the nearness of and pressure to adapted district science standards and benchmarks, and (3) that self-efficacy can be considered an internal