Self-efficacy beliefs in the use of mathematics in science of the candidate science teachers, 21. century skills and the relationship between these

In this study, preservice science teachers' self-efficacy perceptions of 21st century skills and the self-efficacy perceptions of the use of mathematics in science education and the relationship between them have been examined in terms of various variables. This research was designed with relational screening model of quantitative research methods. The research participants are consisted of 316 preservice teachers who are enrolled in the science education of a university. The research data were collected by the Self-Efficacy Scale for the Use of Mathematics in Science and the Self-Efficacy Perception Scale for the 21st Century Skills. The analysis of the data was done using appropriate descriptive and parametric statistical methods. The research results indicated that preservice teachers had high levels of self-efficacy perception of the use of mathematics in science and the self-efficacy perception of the 21st century skills. Additionally, the ANOVA results showed that there was a significant difference in favor of the female participants in both self-efficacy perception levels. The correlation between self-efficacy levels was examined by Pearson's Moments Multiplication correlation coefficient and the findings showed that there were moderate, positive and meaningful relationships between preservice teachers' self-efficacy perceptions of the use of mathematics in science and sub-dimensions of self-efficacy perception scale for the 21st century skills and the total score (r=0,47, r=0,45, r=0,38, r=0,52; p<0,01). As a result of simple linear regression analysis which was conducted with the purpose of determining the predictive power of preservice teachers' self-efficacy perception of 21st century skills on their self-efficacy perception of the use of mathematics in science, it was found out that preservice teachers' self-efficacy perceptions of 21st century skills had a meaningful (F=118,95; p<0,01) effect on their self-efficacy perception of the use of mathematics in science. Consequently, it can be concluded that as the self-efficacy perceptions of 21st-century skills of preservice teachers increase, their self-efficacy perceptions of the use of mathematics in science increase.