{"title":"土耳其职前教师对影响物理问题解决能力的因素的看法","authors":"Ahmet Zeki Saka, Jazlin Ebenezer, Tolga Saka","doi":"10.15354/sief.24.or505","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to identify the the factors that influenced pre-service teachers' perceptions of their abilities to solve structured physics problems. 1185 pre-service teachers from different disciplines, enrolled in physics courses in one Turkish University from 2008 to 2017 participated in a descriptive survey. The factors influencing the pre-service r physics problem-solving abilities, ranking from most to least, were as follows: personal characteristics; quality of secondary or university physics teaching; secondary school physics education, and physics learning environment. The study implies the need for: (i) equal opportunities; (ii) knowledge integration; and (iii) learning affordances, which are relevant not only to Turkey but also to worldwide physics education.","PeriodicalId":368876,"journal":{"name":"Science Insights Education Frontiers","volume":"37 7","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Turkish Pre-Service Teachers’ Perceptions of Factors Influencing Physics Problem-Solving Abilities\",\"authors\":\"Ahmet Zeki Saka, Jazlin Ebenezer, Tolga Saka\",\"doi\":\"10.15354/sief.24.or505\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study was to identify the the factors that influenced pre-service teachers' perceptions of their abilities to solve structured physics problems. 1185 pre-service teachers from different disciplines, enrolled in physics courses in one Turkish University from 2008 to 2017 participated in a descriptive survey. The factors influencing the pre-service r physics problem-solving abilities, ranking from most to least, were as follows: personal characteristics; quality of secondary or university physics teaching; secondary school physics education, and physics learning environment. The study implies the need for: (i) equal opportunities; (ii) knowledge integration; and (iii) learning affordances, which are relevant not only to Turkey but also to worldwide physics education.\",\"PeriodicalId\":368876,\"journal\":{\"name\":\"Science Insights Education Frontiers\",\"volume\":\"37 7\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science Insights Education Frontiers\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15354/sief.24.or505\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science Insights Education Frontiers","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15354/sief.24.or505","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Turkish Pre-Service Teachers’ Perceptions of Factors Influencing Physics Problem-Solving Abilities
The purpose of this study was to identify the the factors that influenced pre-service teachers' perceptions of their abilities to solve structured physics problems. 1185 pre-service teachers from different disciplines, enrolled in physics courses in one Turkish University from 2008 to 2017 participated in a descriptive survey. The factors influencing the pre-service r physics problem-solving abilities, ranking from most to least, were as follows: personal characteristics; quality of secondary or university physics teaching; secondary school physics education, and physics learning environment. The study implies the need for: (i) equal opportunities; (ii) knowledge integration; and (iii) learning affordances, which are relevant not only to Turkey but also to worldwide physics education.
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