An examination of science teachers' self-efficacy in laboratory use according to constructivist learning environments

The purpose of this study is to examine the self-efficacy of science teachers in using laboratories within the context of a constructivist approach. This descriptive study, conducted with science teachers in Afyonkarahisar, investigates the effects of variables such as gender, years of service, location of the school, availability of a science laboratory, in-service training, and knowledge of the constructivist approach on teachers' self-efficacy in laboratory use. The results indicate that male teachers have higher levels of self-efficacy in laboratory use compared to female teachers. Self-efficacy levels increase with years of service. Teachers who have received in-service training show significantly higher levels of self-efficacy in laboratory use. Additionally, the study finds a positive and significant relationship between teachers' knowledge of the constructivist approach, their ability to implement this approach, and their self-efficacy in laboratory use. These findings highlight the importance of adopting a constructivist approach in science education and the significance of in-service training programs. The results suggest that professional development programs and instructional practices for science teachers should be structured to support constructivist learning environments.