Investigation of The Relationship Between Preservice Science Teachers 21st Century Skills and Science Learning Self-Efficacy Beliefs with Structural Equation Model

Abstract

This study aims was investigated to the relationship between preservice science teachers’ 21st-century learner and teacher skills and their science learning self-efficacy beliefs. The research method was used the relational research method, one of the quantitative research methods. 318 preservice science teachers studying in the third and fourth grades of the science education department of the education faculties of three public universities constitute the sample of the study. Data collection tools of this study were used the 21st-Century Learner Skills Scale, the 21st-Century Teacher Skills Scale and the Science Learning Self-Efficacy Questionnaire. The data obtained from the scales were analyzed by structural equation modelling (SEM). In the results obtained from the study data, the preservice science teachers' 21st-century teacher skills and 21st-century learner skills were determined as predictors of their science learning self-efficacy beliefs. It was discovered that preservice science teachers' 21st-century teacher skills negatively correlated with their science learning self-efficacy beliefs, and 21st-century teacher skills were a predictor of science learning self-efficacy beliefs. Studies to identify the relationship between different dimensions of science education and 21st-century skills will contribute to the relevant literature.