Teacher education studies are important and further research in teachers’ knowledge, attitudes, motivation, teaching skills that aim to encourage them to teach effectively still needed. Improving the preparation of teachers is a crucial goal of science educators. Research studies on teachers subject matter knowledge demonstrated that teachers’ understanding of a topic mirror what we know about students. Therefore, teachers are believed to be a prominent factor for student performance. Optics in physics is one of the crucial topics in school science and needs further attention and investigation. There is abundant evidence in the literature that teachers do not fully conceptualize the topic of optics (Bendall, Goldberg, & Galili, 1993; Heywood, 2005; Kaltakci-Gurel, Eryilmaz, & McDermott, 2016). Teachers’ interest in and experience with a subject matter affect their conceptual knowledge and instructional practice, and subsequently, student achievement. Hence, studying teachers’ optics related interest and experience in detail is crucial. Development of interest in science is one of the crucial aims of scientific literacy (Hagay et al., 2013; OECD, 2008). Many research have demonstrated that student interest in science affects their achievement (Häussler & Hoffmann, 2000; Jocz, Zhai, Tan, 2014; Krapp, 2002; Schibeci & Riley, 1986). However, science is not monolithic. Students’ interest in biology, chemistry and physics have been reported to be different according to their age, gender, experience, culture and even topic of a subject (Christidou, 2006; Hagay et al., 2013). Interest is described as a content-specific person-object relationship that comes up from a person’s communication with the environment (Holstermann, Grube, & Bögeholz, 2010; Krapp, 2005; Schiefele, 1991). Researchers have distinguished between two kinds of interest: individual or personal interest and situational interest (Krapp, 2002). Individual interest is a long-term intrinsic and enduring feeling toward specific activities or subjects, while situational interest is a short-term spontaneous emotional state that is evoked suddenly by external factors such as immediate environment or education. A fine developed individual interest is thought to provide students to be knowledgeable in topics they are interested in (Reinnger, 2000). Interest is believed to be content-specific (Krapp, 2005; Schiefele, 1991;1999) such that it is described as a content-specific or topic-specific motivational characteristic of personality. Krapp and Prenzel (2011) argued that the improvement of interest in various subjects (such as optical instruAbstract. In this research, the development of the Optics Interest and Experience Scale (OIES) was discussed in the first stage, and the gender differences of prospective teachers in their interest and experience were explored with OIES in the second stage. The data were collected from 228 prospective teachers from eleven universities in Turkey. For content and face validity, a theoretical framework for the OIES was established by a detailed literature review and expert opinions were consulted. For the construct validity, the principal component factor analysis was used. The final form of the scale was composed of 33 items and had two main factors namely: ‘experience’and ‘interest’. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of .906 for the whole scale, .886 for the experience factor, .851 for the interest factor. MANOVA analysis was conducted to explore gender differences in interest and experience scores of prospective teachers in geometrical optics. There was a statistically significant difference between males and females on the combined dependent variables. When the results for the dependent variables were considered separately, the only difference to reach statistical significance was experience such that females reported slightly higher experience in geometrical optics than males.

中文翻译：

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开发光学兴趣和经验量表 (OIES) 并探索未来教师兴趣和经验中的性别差异

教师教育研究很重要，仍然需要进一步研究教师的知识、态度、动机、教学技能，以鼓励他们有效地教学。改善教师的准备是科学教育者的一个重要目标。对教师学科知识的研究表明，教师对主题的理解反映了我们对学生的了解。因此，教师被认为是影响学生成绩的重要因素。物理学中的光学是学校科学的重要课题之一，需要进一步关注和研究。文献中有大量证据表明教师并未完全概念化光学主题（Bendall、Goldberg 和 Galili，1993 年；Heywood，2005 年；Kaltakci-Gurel、Eryilmaz 和 McDermott，2016 年）。教师对某一学科的兴趣和经验会影响他们的概念知识和教学实践，进而影响学生的成绩。因此，详细研究教师的光学相关兴趣和经验至关重要。培养对科学的兴趣是科学素养的重要目标之一（Hagay 等，2013；经合组织，2008）。许多研究表明，学生对科学的兴趣会影响他们的成就（Häussler 和 Hoffmann，2000；Jocz、Zhai、Tan，2014；Krapp，2002；Schibeci 和 Riley，1986）。然而，科学并不是单一的。据报道，学生对生物、化学和物理的兴趣因年龄、性别、经验、文化甚至学科主题而异（Christidou，2006；Hagay 等，2013）。兴趣被描述为一个人与环境的交流中产生的特定内容的人-客关系（Holstermann, Grube, & Bögeholz, 2010; Krapp, 2005; Schiefele, 1991）。研究人员区分了两种兴趣：个人或个人兴趣和情境兴趣（Krapp，2002）。个人兴趣是对特定活动或主题的长期内在和持久的感觉，而情境兴趣是由直接环境或教育等外部因素突然引起的短期自发情绪状态。良好发展的个人兴趣被认为可以让学生对他们感兴趣的主题有一定的了解（Reinnger，2000）。兴趣被认为是特定于内容的（Krapp, 2005; Schiefele, 1991; 1999），因此它被描述为个性的特定内容或特定主题的动机特征。Krapp and Prenzel (2011) 认为对各种学科（如光学仪器摘要）兴趣的提高。在本研究中，第一阶段讨论了光学兴趣和经验量表（OIES）的发展，以及前瞻性的性别差异。第二阶段与 OIES 探讨教师的兴趣和经验。数据来自土耳其 11 所大学的 228 名准教师。对于内容和表面效度，通过详细的文献回顾和专家建立了 OIES 的理论框架征询意见，结构效度采用主成分因子分析。量表的最终形式由33个项目组成，有两个主要因素，即“经验”和“兴趣”。该工具的可靠性分析显示，整个量表的 Cronbach-Alpha 系数为 0.906，经验因素为 0.886，兴趣因素为 0.851。进行多元方差分析以探讨几何光学准教师在兴趣和经验分数方面的性别差异。在组合因变量上，男性和女性之间存在统计学上的显着差异。当单独考虑因变量的​​结果时，达到统计显着性的唯一差异是经验，女性报告的几何光学经验略高于男性。该工具的可靠性分析显示，整个量表的 Cronbach-Alpha 系数为 0.906，经验因素为 0.886，兴趣因素为 0.851。进行多元方差分析以探讨几何光学准教师在兴趣和经验分数方面的性别差异。在组合因变量上，男性和女性之间存在统计学上的显着差异。当单独考虑因变量的​​结果时，达到统计显着性的唯一差异是经验，女性报告的几何光学经验略高于男性。该工具的可靠性分析显示，整个量表的 Cronbach-Alpha 系数为 0.906，经验因素为 0.886，兴趣因素为 0.851。进行多元方差分析以探讨几何光学准教师在兴趣和经验分数方面的性别差异。在组合因变量上，男性和女性之间存在统计学上的显着差异。当单独考虑因变量的​​结果时，达到统计显着性的唯一差异是经验，女性报告的几何光学经验略高于男性。进行多元方差分析以探讨几何光学准教师在兴趣和经验分数方面的性别差异。在组合因变量上，男性和女性之间存在统计学上的显着差异。当单独考虑因变量的​​结果时，达到统计显着性的唯一差异是经验，女性报告的几何光学经验略高于男性。进行多元方差分析以探讨几何光学准教师在兴趣和经验分数方面的性别差异。在组合因变量上，男性和女性之间存在统计学上的显着差异。当单独考虑因变量的​​结果时，达到统计显着性的唯一差异是经验，女性报告的几何光学经验略高于男性。