Examining the Knowledge Levels of Preservice Teachers Regarding Special Relativity in Terms of Different Variables

The purpose of this study was to determine the knowledge levels of preservice teachers regarding special relativity and examined differences in terms of age and gender. Study group consisted of a total of 238 preservice teachers; 138 (58%) female and 100 (42%) male. The preservice teachers were aged 18 to 37 years and their age average was 21,33 years. The study was conducted using screening model, which gives an opportunity of evaluating an existing situation. In the study, the data were collected using the two-stage “Relativity Concept Inventory”, which was developed by Aslanides and Savage (2013) and adapted into Turkish by the researchers. Two-Way Multivariate Analysis of Variance (MANOVA) was used in the study. According to the findings acquired, it was possible to state that preservice teachers had “low” knowledge levels regarding special relativity. The knowledge levels of the preservice teachers varied according to the variable of age, but did not vary according to the variable of gender. In addition, it was determined that there was no significant difference in the knowledge levels of those who had not studied special relativity during their undergraduate education in terms of gender and age. On the other hand, it was seen that the knowledge levels of the preservice teachers who had studied special relativity during their undergraduate education increased in parallel with age