“…It is known that many students, regardless of their educational background, describe it challenging and confusing to comprehend the subjects and concepts in physics. Examining the factors that contribute to students' perceptions of the physics course reveals that there are four main categories into which these factors can be categorized: (i) Under the affective dimension, students' attitudes towards the course (Aycan & Yumuşak, 2003;White & Tyler, 2015;Yiğit, Kurnaz & Şahinoğlu, 2015); they are prejudiced against the course (Şahin & Yağbasan, 2012;Woolnough, 1994), and the contents of the course do not pique the students' interest (Ornek, Robinson & Haugan, 2008;Şahin & Yağbasan, 2012); (ii) under instructional choices, bringing formulas to the forefront to solve problems in textbooks (Redish, Saul & Steinberg, 1998), teaching courses that were centered on formulas and problem-solving (Chu, Treagust & Chandrasegaran, 2008), and an insufficient level of connection between the course's subjects and real-world events (Aycan & Yumuşak, 2003;Ayvacı & Bebek, 2018;Ornek, Robinson & Haugan, 2008;Redish, Saul & Steinberg, 1998;Şahin & Yağbasan, 2012;Ültay & Alev, 2017); (iii) under the epistemological structure of the subjects and concepts, the abstract structure of the concepts of the course (Aycan & Yumuşak, 2003;Ayvacı & Bebek, 2018;Ornek, Robinson & Haugan, 2008;Şahin & Yağbasan, 2012); and, (iv) under students' characteristics, students' individual differences in comprehending the concepts of the course (Ayvacı & Bebek, 2018;Redish, 1994), and, lack of mathematical knowledge (Ayvacı & Bebek, 2018;Oon & Subramaniam, 2011). When these studies in the literature are examined from a synthesis point of view, it is clearly seen that teachers and researchers have important responsibilities in designing, organizing and conducting learning environments that will enable students to develop positive attitudes by taking into account their prejudices towards the course.…”