Science teaching self‐efficacy may be one area of importance which has been over‐looked in implementing change to improve science teaching in elementary schools. This qualitative study was designed to examine factors which influence personal science teaching efficacy and science teaching outcome expectancy in elementary teachers. Based on Bandura's psychological construct of self‐efficacy, science teaching self‐efficacy has been related to teachers' belief in their ability to teach science, called personal science teaching efficacy (PSTE), and their belief in students' ability to learn, called science teaching outcome expectancy (STOE). Data were collected from 23 elementary teachers involved in a project to enhance science, mathematics, and technology education. Initially, data on variables identified as related to science teaching self‐efficacy were collected and triangulated from several self‐reporting instruments, including the Science Teaching Efficacy Beliefs Instrument, In‐service version (STEBI‐A) Teachers' scores on personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), two subscales of the STEBI‐A, along with other data were used to develop in depth interview questions. Ten of the teachers, with varying PSTE and STOE levels (high, moderate, and low), were purposefully selected for interviews regarding their teacher preparation, professional development, and science‐related antecedent experiences. The qualitative data analysis methods of constant‐comparison and clustering were used to identify patterns and themes within the interview data. Qualitative analysis of triangulated data provided insights as to development of PSTE and STOE. Results of the interview analysis revealed more definitive findings for the dimension of personal science teaching efficacy than for science teaching outcome expectancy. Theme in the data indicated that antecedent experiences influenced interest in science teaching. Preservice and in‐service experiences such as success in high quality science courses and workshops, access to a lesser degree STOE. Findings on experiences which influenced STOE were limited. Implications for early science experiences, teacher preparation and teacher professional development are presented. Recommendations for further research are made for PSTE and STOE. © 1996 John Wiley & Sons, Inc.

The role of science museums in science education is changing. This article examines the science museum literature in light of the new emphasis for museums to become a unique partner with schools and colleges to enhance science literacy. Museums provide opportunities for students to be active participants in learning by manipulating real objects in a stimulating setting thus enhancing conceptual learning in the classroom. Both components of learning are important for understanding of complex science concepts. Much of the literature pertaining to learning in museums is anecdotal and craft wisdom, indicating that more collaborative research efforts are needed in the area of science education in museum settings. © 1994 John Wiley & Sons, Inc.

Science education reform documents call for science to be taught in the manner that students learn best, by conducting hands-on, engaging investigations using simple everyday materials. Often overlooked in the redesign of science education, informal science learning environments such as science centers, museums, and zoos provide students with captivating science experiences that can be related closely to curricular objectives. In this article I examine a cross-section of craft knowledge and research-based literature on science learning beyond the classroom, describe informal science education programs, and discuss implications for enhanced science teaching. The article focuses on the importance of informal science learning experiences, in the context of a variety of out-of-school science environments, for children and for in-service and preservice teachers. Informal science education environments provide students with unique, engaging science learning opportunities and classroom teachers with a wealth of science teaching resources. A model for enhanced school/informal science education and for school-level policy change is proposed.

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