Abstract
The aim of this study is to determine the self-efficacy beliefs of prospective physics teachers about teaching the subjects of Force and Motion and their conceptual understanding on the subjects. Also, relationship between the self efficacy beliefs and conceptual understanding was investigated. Additionally, the effects of a teaching sequence upon aforementioned variables were examined. Data was collected through Force Concept Inventory and The Scale of Self-Efficacy about Teaching the Subjects of Force and Motion. The findings revealed that prospective physics teachers didn’t have a sufficient conceptual understanding of Force and Motion, although they had high self efficacy beliefs about teaching the subject. A positive but weak correlation between self efficacy beliefs and conceptual understanding was found. The teaching sequence led to a statistically significant improvement in the prospective teachers’ self efficacy beliefs about teaching and their conceptual understanding of the subjects. The teaching sequence also led to enhance congruence between the variables. Key words: conceptual understanding, force and motion, physics education, self efficacy, teacher self efficacy.
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