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.

In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought. The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers’ academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class. Keywords: academic achievement, prospective teachers’ opinions, STEM activities, work-energy.

In this article, the use of fidget spinners, which have recently become popular with students, is recommended to increase student motivation for the learning of certain topics in physics and their understanding of them, namely: friction, moment of inertia, torque and conservation of angular momentum.

In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought. The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers’ academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class.

The aim of this study is to introduce an educational game called The Star Game, and to examine its effects on prospective science teachers' conceptual understanding of stars. In addition, their opinions of The Star Game were examined. The study was conducted with a total of 54 prospective teachers in three groups. The Star Game was played in all three groups and data was collected using the Star Properties Concept Inventory and the Star Game Opinion Questionnaire. The conceptual understanding on the stars increased significantly in all three groups after the application. The Star Game was described as enjoyable, interesting, instructive, and promoting a positive classroom environment, and a valuable educational activity for the profession. Criticisms included the length of answers, the noise caused in the classroom, and the time required.