Özet:

The aim of this study is to investigate the relationships between middle school students’ conceptions of learning science, constructivist learning environment perceptions and self-efficacy of applying science learning to daily life. The sample of the study consists of 592 7th and 8th grade students. The data were collected from the students at just one point in time by considering correlation research. In data analysis, correlation and regression analyses were run. As a result of the correlation analysis, significant and positive relationships between students’ conceptions of learning science, constructivist learning environment perceptions and self-efficacy of applying science learning to daily life. Moreover, as a result of regression analysis, it was determined that students’ conceptions of leaning science in “increase of knowledge”, “applying” and “understanding and seeing in a new way” and constructivist learning environment perceptions in “though provoking” and “collaborative” dimensions positively and significantly explained their self-efficacy of applying science learning to daily life. In the light of these results, if constructivist learning environments are created in the lessons and learning methods and techniques that improve students’ higher-level conceptions of learning science are used, it can be expected that students’ self-efficacy of applying science leaning to daily life can be increased.

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