Abstract:

The aim of this study is to examine science teaching self-efficacy beliefs of Pre-service Science Teachers’ in terms of constructivist science teaching process, gender, school achievement and understanding the nature of science. The research was carried out with 32 Pre-service Science Teachers (28 Female, 4 Male). Participants completed the Science Teaching Self-Efficacy survey before and after Implementation. Some data such as gender, general achievement averages, and understanding the nature of science were also collected after the implementation. Findings showed that Science Teaching Self-Efficacy Beliefs significantly improved after the implementation process. Besides, it is revealed that there was not a significance relationship between the selfefficacy beliefs of participants and gender, general achievement and understanding the nature of science.