This study has investigated the effects of problem solving strategies instruction on attitude towards physics course in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with nonequivalent control group was used. Two groups of student teachers (n=77) participated in this study. During the study, one group received the UQAPAC+SE (Understanding, Qualitative Analyzing, Solution Plan, Applying the Solution Plan, Checking + Self Evaluation) problem solving strategy instruction while the other group received conventional problem solving strategy as control. Data of the study were collected by "Attitude Scale towards Physics Course". Results of the study indicate that strategy instruction was effective on attitude towards physics course.

Bu arastirmada problem çözme stratejileri ögretiminin üniversite düzeyinde fizik dersine yönelik tutumlar üzerine etkileri incelenmistir. Arastirmada esitlenmemis kontrol gruplu ön test-son test arastirma modelinden yararlanilmistir. Arastirmaya iki grup olmak üzere toplam n=77 ögretmen adayi katilmistir. Arastirma boyunca bir grup ANAPUK+KD (Anlama, Nitel Analiz Etme, Çözüm Plani Yapma, Çözüm Planini Uygulama, Kontrol Etme+ Kendini Degerlendirme) üzerine problem çözme stratejisi ögretimi alirken, diger grup kontrol grubu olarak geleneksel problem çözme stratejisi ögretimi almistir. Arastirmanin verileri "Fizik Dersine Yönelik Tutum Ölçegi" ile toplanmistir.