Özet:

Scientific knowledge teachers play an important role in the formation of students’ approaches to physics/physics. Teacher candidates who are prepared to carry out their profession can be effectively determined by metaphors from which perspective they approach certain concepts, events or events. In this study, science knowledge teachers are aimed at determining their approaches to the physical problem they have difficulty understanding and they have difficulty solving through metaphors. The research participants are 139 students who are studying in different classes in the science knowledge teaching program at an university’s Faculty of Education in the Eastern Black Sea Region. In the research carried out in the case scientific pattern, the data was collected through an survey and subjected to content analysis using the NVivo 11 program. The metaphors created are generally gathered in the titles of nature, benefits and needs. The codes are often found to emphasize the relationship of physics with everyday life, the combination of difficulties, different kinds of knowledge and skills, the relationship with logic. While teachers' candidates associate physical and physical problems with life, they remember the process of solving more routine physical problems when they say physical problems; they have difficulty understanding physics and solving physical problems, some of the achieved findings they think that solving physical problems is most likely related to the combination of information. In the courses of physics related to these results, there were recommendations such as the inclusion of different types of problems, the adding of a course on physics teaching, and the strategies of physics problem solving.

Anahtar Kelimeler: