The superposition principle is used to explain many phenomena in physics. Incomplete knowledge about this topic at a basic level leads to physics students having problems in the future. As long as prospective physics teachers have difficulties in the subject, it is inevitable that high school students will have the same difficulties.The aim of this study is to determine the misunderstandings and ideas of prospective physics teachers about applying the superposition principle to waves moving on a continuous rope. Firstly, the related literature was reviewed and then an eight-question test including drawings was prepared. The test was reviewed by three experts and necessary corrections were made. In order to make the content of the test clearer, the test was given to two students as a pilot study. The test was then applied to 1st, 2nd, 3rd, 4th and 5th grade prospective physics teachers of Buca Education Faculty, Dokuz Eylül University. The total number of students was 147, of whom 21 were also interviewed.Analysis of the drawings and ideas of the students reveals that the prospective physics teachers have problems in applying and understanding the principle.

-The purpose of this study was to first determine how middle-school physics teachers in the school system of Turkey's Izmir Province viewed the 9th Grade Physics textbook that began to be taken up in classes in the 2008-2009 academic year, and then to formulate recommendations after reviewing their assessments in terms of professional experience, participation in on-the-job training programs and the general manner that the book was being used. Making use of a surveying technique, the research focused on a sample of 151 teachers working in the Izmir middle-school system who were teaching 9th grade physics. The data collection tools for the study were an evaluation scale for the textbook that consisted of 131 items, personal information and a questionnaire of supplementary questions, and an interview form. Both quantitative and qualitative data analysis techniques were used in the analysis of the research data. The book was found to be good in the categories of physical characteristics and visuality, and adequate in the content, narrative and language, activities, teaching support and arrangement categories. Teachers were using the book only occasionally and feeling the need for a training program on the school curriculum.

No abstract

No abstract