Identification of The Physics Subjects That Are Liked/Disliked and Why These Subjects Are Liked/Disliked By Student Teachers / Öğretmen Adaylari Tarafindan Sevilen Ya Da Sevilmeyen Fizik Konularinin Ve Bu Konularinin Neden Sevildiğinin Ya Da Sevilmediğini

1.392 312


In this study, the physics subjects that student teachers liked or disliked and the reasons of why they liked or disliked these subjects were determined. A total of 322 student teachers from different departments participated in the study. As a main data collection tool, an open-ended questionnaire was delivered to the student teachers. Then interviews were conducted with some student teachers to confirm the results obtained from an open-ended questionnaire. The results revealed that student teachers who liked the physics subjects indicated the subjects such as ‘vectors’, ‘torque’ and ‘optics I’ more. On the other hand, student teachers who disliked the physics subjects indicated the subjects such as ‘projectile motion’, and ‘magnetism II’ more. It was found that some of the reasons of why student teachers liked or disliked the physics subjects were closely related to their successfulness in solving some physics problems about the physics subjects, their past learning experiences, and difficulty level of some physics subjects.

Tam metin:

PDF (English)


Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes A. (2004). Physics: Frightful, but fun pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683-706.

Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education, 24(2), 199-215.

Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Needham Heights, MA: Allyn & Bacon.

Gill, P. (1999). The physics/maths problem again. Physics Education, 34(2), 83-87.

Hannover, B., & Kessels, U. (2004). Self-to-prototype matching as a strategy for making academic choices. Why high school students do not like math and science. Learning and Instruction, 14(1), 51-67.

Kapucu, S. (2014). Salient beliefs of pre-service primary school teachers underlying an attitude “liking or disliking physics”. Science Education International, 25(4), 437-458.

Martin, M. O., Mullis, I. V. S., & Foy, P. (2015). TIMMS 2015 assesment design (Chapter 4). International Association for the Evaluation of Educational Achievement, Retrieved from

Merriam, S. B. (1998). Qualitative research and case study applications in education. California: Jossey-Bass Inc.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.) California: Sage Publications.

Oliveira, P. C., & Oliveira, C. G. (2013). Using conceptual questions to promote motivation and learning in physics lectures. European Journal of Engineering Education, 38(4), 417-424.

Oon, P.-T., Subramaniam, R. (2011). On the declining interest in physics among students-from the perspective of teachers. International Journal of Science Education, 33(5), 727-746.

Ornek, F., Robinson, W. R., & Haugan, M. R. (2007). What makes physics difficult? Science Education International, 18(3), 165-172.

Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: figuring out what works. Physics Today, 52(1), 24-30.

Reid, N., & Skryabina, E. A. (2002). Attitudes towards physics. Research in Science & Technological Education, 20(1), 67-81.

Silverman, D., & Marvasti, A. (2008). Doing qualitative research: A comprehensive guide. Los Angeles, CA: Sage Publications.

Şahin, E., & Yağbasan, R. (2012). Determining which introductory physics topics pre-service physics teachers have difficulty understanding and what accounts for these difficulties. European Journal of Physics, 33(2), 315-325.

Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interested in physics? Physics Education, 38(4), 324-329.

Willson, V. L., Ackerman, C., & Malave, C. (2000). Cross-time attitudes, concept formation, and achievement in college freshman physics. Journal of Research in Science Teaching, 37(10), 1112-1120.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.