An analysis of the problems that science teacher candidates face in the transition from procedural to declarative knowledge while learning Newton?s laws of motion

This research was carried out in order to determine the problems that Science teacher candidates face in knowledge and knowledge transition at the content about Newton?s laws of motion taught as part of the course general physics I. The analysis was performed within the framework of procedural and declarative knowledge.This research is a qualitative and quantitative case study. The quantitative sample of the research consisted of all first-grade students who took the courses of general physics I and general mathematics I in the second semester of the 2009-2010 Academic Year in Departments of Science Teaching at seven universities in Turkey. The qualitative sample, on the other hand, consisted of voluntary students in the quantitative sample, who had differing grade distributions from the courses of general physics I and general mathematics I.Quantitative data were analyzed using quantitative analysis techniques. In the research, impacts of semi-independent and independent variables on dependent variables were analyzed. As a result of these analyses, significant correlations were found between dependent variables and some of semi-independent and independent variables. It was found in the correlation analysis between dependent variables that there exists a moderate positive significant correlation between the students? responses to procedural knowledge questions and their responses to declarative knowledge questions. Low positive significant correlation was found between the students? responses to procedural knowledge questions and their responses to mathematical logical knowledge questions. In addition, it was found that there exists a moderate positive significant correlation between the responses the students gave to declarative knowledge questions and to mathematical logical knowledge questions. A low positive significant correlation was found between the responses the students gave to mathematical logical knowledge questions and the responses they gave to procedural and declarative knowledge questions.Qualitative data, on the other hand, were collected after a two-phased process. In the first phase, students were given qualitative data collection tools and asked to write down their solutions. In the second phase, they were asked to explain the solutions they provided in the first phase, and they were given additional questions to be solved verbally in order to determine the reasons of lacking information that should have been included in the first solution. These data were analyzed through the ?Probability and Possibility Calculation Statistics for Data Variables (VDOİHİ); Statistical Methods for Combined Stage Percentage Calculation? technique. It was determined after these analyses that the correctness level of students? procedural knowledge responses is medium (66%). Their correct answers are in low coherence with the points obtained in sections (3%-34%). The points scored in the assessment tool in which procedures were asked were at the medium-level (54%). The points scored in the assessment tool in which mathematical knowledge questions were asked were at the high-level (82%). The correctness level of students? declarative knowledge responses is medium (45%). Students? correct answers are in low coherence with the points scored in sections (0,6%-16%). The points scored in the assessment tool in which procedures were asked were at the medium-level (58%). The points scored in the assessment tool in which mathematical knowledge questions were asked were at the high-level (81%). These findings imply that students were influenced by the semi-independent and independent variables. In addition, it was concluded that students? section and mathematical logical knowledge levels influenced their answers.