NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001233
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-2158-0979
A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects
Yilmaz, Ismail
Journal of International Education Research, v8 n4 p415-424 2012
The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics for Data Variables method, developed by Yilmaz (2011). It was concluded that prospective science teachers' achievement levels in mathematical logic in electricity-related subjects are influenced by their achievement levels in physics and basic mathematical procedures, as well as their knowledge levels. However, it was observed that the main influence on their achievement level in mathematical logic is the logical structure of knowledge, and not the knowledge level in the variables "given-asked" and "operations." Based on the findings of this study, it is recommended that both the methods of teaching knowledge and teaching the logical structure of knowledge be incorporated into the educational-instructional process. The study emphasizes that it would be optimistic to expect that individuals who learn without an awareness of the logical structure of knowledge will reach their potential. (Contains 1 table.)
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A