Self-efficacy was seen one of the major component of social cognitive theory (Bandura, 1977). Self-efficacy plays a larger role in motivation than many other related beliefs such as outcome expectancies and self-concepts (Bandura, 1986; Shell, Murphy & Bruning, 1989; Zimmerman, 2000)

Bandura (1997) underlined that students with high self-efficacy become more resistant to difficult task by working harder, persisting longer, and giving less emotional reactions than students with low self-efficacy. Therefore self-efficacious students could participate challenging activities more eagerly than students who doubt their capabilities (Zimmerman, 2000).

It is a well known fact that students' interest in pursuing a career in science decreases globally, especially in developed countries. Some researchers (e.g. Zeldin & Pajares, 2000) argued that self-efficacy in science have an influence on students' success in science, as well as their efforts to be part in difficult science related activities which, in turn, influences their preferences of science-related work in future. In order to increase students’ success and science engagement, Britner and Pajares (2006) suggested science educators to set self-efficacy a prime focus in science classes. They also clearly articulated the role of self-efficacy in science as follows (p. 486):

In science, students who have a strong belief that they can succeed in science tasks and activities will be more likely to select such tasks and activities, work hard to complete them successfully, persevere in the face of difficulty, and be guided by physiological indexes that promote confidence as they meet obstacles. Alternatively, students who do not believe that they can succeed in science-related activities will avoid them if they can, and will put forth minimal effort if they cannot. When confronted with the typical challenges that science involves, they will be more likely to give up and to experience the stresses and anxieties that help ensure the erosion of their efforts.

In lights of the above literature, this study aimed to explore the effect of outdoor science lessons on elementary school students' self-efficacy. Following research questions were the focus of this study:

How do outdoor experiences in learning science impact elementary school students' ...

• confidence toward science?
• capability to cope with the challenges in science?
• confidence in science performance?

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