Özet:

The purpose of the study is to explore the views of pre-service science teachers on speed constant “c=300000000 m/s” The study is a qualitative case study. The data of the study were obtained via interview form and document analysis. Total 45 pre-service teachers (13 males and 32 females) studying in their 3rd years in science education department of education faculty participated in the study. For the first data collection tool, in order to obtain their views on speed constant “c=300000000 m/s” in a valid and reliable way by distinguishing lack of knowledge, errors and predictions, an interview form consisting of a question with three stages were used . For the second data collection tool, written documents such as physics text books used by the pre-service teachers in secondary school (9th, 10th, 11th, and 12th grades), the questions asked in Student Placement Examination (LYS) by The Student Selection and Placement Centre (OSYM), and text books prepared for the pre-service teachers to benefit from in their physics courses throughout their graduate studies and used at national and international levels were examined. 93.3 % of the pre-service teachers participating in the study stated that “c=300000000 m/s” was a “Velocity of light”. Out of 42 teachers who called it velocity of light, 38 of them (84.5%) supported their answers with expressions such as “It is correct because we saw it like that, we learned it in that way, and it is told so in the sources”, “correct”, and “correct naming”. “Velocity of light” is denoted by speed constant c in physics text books (9th, 10th, 11th,, and 12th grades), in the questions asked in LYS by OSYM, and in the text books prepared for the students to benefit from in their physics courses in the graduate programmes and used at national and international levels. Moreover, “Speed of light in vacuum” denoted by speed constant c in the original textbooks used at international levels is translated to Turkish as “Velocity of light in vacuum”.

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