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The aim of this study is to identify the reasons why pre-service physics teachers have difficulties related to special relativity topics. In this study conducted with 25 pre-service physics teachers, the case study method, which is a qualitative research method, was used. Interviews were held with the participants about their reasons for difficulties in understanding special relativity topics. We used content analysis with the interview data and created eight categories. By doing so, we tried to identify the causes of difficulties experienced by the participants. As a result, it can be said that students are biased against relativity subjects and consider them to be difficult. Although the students found the subject interesting, problems such as mathematical difficulties, problems related to determining the reference system and transition from classical physics to relativistic physics made the learning process difficult for them. Additionally, we identified positive and negative opinions about the teaching method.

The aim of this study is to identify the opinions of pre-service physics teachers about the difficulties in introductory quantum physics topics. In this study conducted with twenty-five pre-service physics teachers, the case study method was used. The participants were interviewed about introductory quantum physics topics. The interviews were coded using content analysis and were divided into different categories. In this way, we tried to reveal the opinions of pre-service physics teachers about the difficulties of these topics. In conclusion, it can be said that the participants had the most difficulty in transition from classical physics to quantum physics. This is especially evident in quantum physics topics that require a different understanding such as black body radiation, wave-particle structure of light and the uncertainty principle. It was also found that the participants had no difficulties in terms of mathematical calculations, and that approaches based on visualizing the topic were received positively.

Bu araştırmanın amacı, liseye başlayan öğrencilerin önceki okul yaşamlarında fizik laboratuvarında bulunan deney malzemelerini ne derece tanıdıklarını belirlemektir. Araştırma tarama yöntemi ile gerçekleştirilmiştir. Araştırmada, araştırmanın yapıldığı fizik laboratuvarlarında kullanılan ve öğrencilerin tanıması beklenen 28 adet deney malzemesi seçilmiştir. Deney malzemeleri önce öğrencilere gösterilmiş ve incelemeleri istenmiştir. Öğrencilerden kendilerine gösterilen deney malzemesinin adını ve işlevini açık uçlu olarak yazabilecekleri alanları bulunan bir forma yazmaları istenmiştir. Formda, ayrıca söz konusu deney malzemesini daha önce görüp görmedikleri ve bu malzemeyi kullanarak daha önce herhangi bir deney yapıp yapmadıkları sorulmuştur. Araştırma, Türkiye'nin çeşitli illerinden gelerek Ankara'daki bir liseye yeni başlayan 109 adet 9. sınıf öğrencilerine yapıldığı için, ek olarak formda öğrencilerin hangi ilden geldiği ve geldikleri ortaokullarda laboratuvar bulunup bulunmadığı da sorulmuştur. Araştırmanın sonuçlarına göre, öğrenciler çoğu deney malzemelerini tanımamaktadır. Öğrencilerin %50'sinden fazlasının adını bilmediğini belirttiği deney malzemesi sayısı 17, işlevini bilmediğini belirttiği deney malzemesi sayısı ise 18'dir. Öğrencilerin %50'sinden fazlası tarafından adı doğru olarak bilinen deney malzemesi sayısı yalnızca 7, işlevi doğru olarak bilinen ise yalnızca 3'tür. Malzemelerden 17'i öğrencilerin %50'sinden fazlası tarafından daha önce hiç görülmemiş, malzemelerin 25'i ile de öğrencilerin yarıdan fazlası daha önce hiç deney yapmamışlardır. Öğrencilerin bir malzemenin adını ve işlevini bilmesi ile o malzemeyi daha önce görmüş ve deney yapmış olması arasında anlamlı bir ilişki bulunmuştur. Ayrıca malzemenin işlevini bilme ile ortaokulda laboratuvar olanağı olması arasında da anlamlı bir fark bulunmuştur.

The aim of this study is to draw attention to the language-based misconceptions and confusions about the term binding energy and to make suggestions to educators on this issue.

The purpose of this research is to determine the effects of different laboratory approaches on students' understanding of wave concepts. For this purpose, three experiments and experiment instructions have been designed for each of the three approaches (verification, hypothesis testing, and the 5E laboratory approach). Quantitative aspects of the research are based on a grouped semiempirical model. A random sampling has been done to develop the basic concepts of a waves test (BCWT), a multiple-choice test that was used in the quantitative part of the research. However, participants (physics teacher candidates) of the main study have been selected using purposeful sampling for the purposes of the qualitative research. At the same time, students have been specially chosen from students who have not taken the theoretical course titled 'Vibrations and Waves' and laboratory lecture titled 'Vibrations and Waves Laboratory'. BCWT pre-test and post-test results, as well as interviews with students and the experiment reports of the students, were used as data resources. Despite the time and effort spent, the laboratory approaches that we utilized did not provide convincing results.

Abstract:The aim of this study is to investigate the answers for if there is a change of physics teacher candidates' misconceptions on uniform circular motion in time and possible reasons of this change. In order to determine students' misconceptions, the three-tier "Uniform Circular Motion Misconception Test" (UCMMT) developed by Kizilcik & Gunes (2011) was used. UCMMT test includes seven questions diagnosing ten different misconceptions. The test was firstly administered to the first, second and third grade physics education students in 2009-2010 academic year. In this study, to investigate any possible changes in misconceptions, in 2011-2012, it was re-delivered to the same students who enrolled to their third, fourth and fifth year. Results showed that there is an increase in number(s) of misconceptions for students who passed to the third-year from the first. Similar results were observed for students passed to the fifth-year from the third. Furthermore, while there is an increase in numbers of two, a decrease in numbers of six misconceptions, there is no change in two ones. In addition, some misconceptions didn't appear after the time. What's more, there was no change for some misconceptions. Possible causes of changes in misconceptions were investigated by conducted interviews. SummaryStudents' preconceptions which are also called pre-instruction beliefs are one of the major

The aim of this research was to conduct a review of studies using four-tier tests to detect misconceptions in physics education. Fifty-eight studies whose main purpose was to develop a four-tier misconception test and eleven studies whose purpose was to determine learners' misconceptions using a four-tier diagnostic test without test development process in physics education between 2010 and 2022 inclusive with respect to their publication type, the publication year, the number of authors, and number of pages and whether the test was modified or not. General test information such as the physics topic that it examined, the number of misconceptions which were targeted, misconception criteria, validity, and reliability techniques and the number of items were also collected. Indonesia is the country where most of the studies were carried out. Surprisingly, it is found that there is no common agreement about misconception criteria in the studies. Also, it is seen that some important information about test development stages was not specified in many studies.