The relationship between teachers' perceptions of constructivist teacher roles and self-efficacy perceptions of science literacy

The aim of this study is to determine the relationship between the opinions of science teachers working in the central district of Mardin province in the 2017-2018 academic year on the roles of constructivist teachers and self-efficacy perceptions of science literacy. The sample group selected within the scope of the research consists of 158 people who work as science teachers in institutions affiliated to the Ministry of National Education. In the study, which was conducted by using quantitative research method, three different questionnaire forms were applied to determine the teachers 'perceptions of constructivist education approach and teachers' perceptions of science and technology literacy self-efficacy before and during the learning process. The data obtained from the questionnaires were tested by using SPSS 22.0 program, t-test and ANOVA tests and the results were tabulated. As a result of the research, it was found that teachers' self-efficacy perception towards science and technology literacy was high enough for constructivist education approach. It was determined that teachers' teaching of science and technology courses in the school was not in accordance with the constructivist learning approach, but that they limited their ability to do activities related to the subject due to lack of opportunity. Key Words: Science and technology, teacher, student, constructivism, self-efficacy perception