Problem posing skills of physics teachers and prospective physics teachers

The purpose of the study was to determine the problem posing skill levels of physics teachers and prospective physics teachers and to reveal the strategies they used while posing problems. The sample of this qualitative study, in which the case study method was used, consists of 6 physics teachers with at least 5 years of experience in their profession and 6 prospective physics teachers who have graduation stage. The data of the study were collected from the Problem Posing Test, Problem Posing Test Questionnaire, and the semi-structured interviews. The results of the study were given along with descriptive analysis and frequency tables of the problems, with the help of rubrics developed by the researcher. In the study, the participants were asked to pose problems for three of free situation, four of semi-structured situation and three of structured situation with the Problem Posing Test. The Problem Evaluation Rubric was developed in order to evaluate the problems that the participants posed for the Problem Posing Test and to support the qualitative data analysis, and each problem was scored with the rubric. As a conclusion of the study, it was determined that the problem posing skill levels of physics teachers and prospective physics teachers were at medium level. Most of the physics teachers and prospective physics teachers stated that they had the most difficulty in structured problem posing situations and the least in free problem posing situations. Although teachers and prospective teachers attend to some common themes while posing the problems, it was determined that they did not have predetermined strategies.