The Relationship of Procedural and Declarative Knowledge of Science Teacher Candidates in Newton’s Laws of Motion to Understanding*
Ismail YILMAZ, Necati YALÇIN

Abstract
In this research, it was found that the levels of procedural and declarative knowledge of science teacher candidates in Newton’s laws of motion are 10%, 41% and 30%; whereas their success level was found to be 55%. These findings show that students’ success levels do not reflect their knowledge levels. A decline by 31% (66%-45%) was observed in students’ level of declarative knowledge; which suggests that students experienced some problems while converting procedural knowledge into declarative knowledge, and due to these problems, they failed to “understand” Newton’s laws of motion adequately.

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