Examining 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 aim of this study is to determine to what extent middle school students' conceptions of learning science and constructivist learning environment perceptions together explain their self-efficacy of applying science learning to daily life. The sample of the research consists of 592 students studying in the 7th and 8th grades. According to the results of the correlation analysis, it was found that there were significant and positive relationship as well as mostly high correlations between students' higher-level conceptions of learning science and self-efficacy of applying science learning to daily life. It was also determined that there are significant and positive as well as mostly moderate correlations between students' constructivist learning environment perceptions and self-efficacy of applying science learning to daily life. According to the results of the regression analysis, students' higher-level conceptions of learning science 'increase of knowledge', 'applying' and 'understanding and seeing in a new way' in and constructivist learning environment perceptions 'thought provoking' and 'colloborative' significantly predicted their self-efficacy of applying science learning to daily life. It can be expected students' self-efficacy of applying science learning to dally life can be higher if constructivist learning environments are created and learning methods and techniques that foster students' higher-level conceptions of learning science are chosen. Key words: conceptions of learning science, self efficacy of learning science, constructivist learning environment perceptions.