Equations, as mathematical models—used to explain facts—are simplified, especially when learning physics at a basic level, to help in the understanding of complex systems that depend on many variables. These simplifications are idealizations in the literature, where abstractions and approximations are also given for the same concept. When reading about a model, knowing that it is idealized, and realizing what the idealizations are, is very important in enabling the reader to understand complex operations correctly. The purpose of this study is to reveal whether or not students are aware of the idealizations used in some mathematical models to explain complex facts in physics education. This study is organized as a simple survey model. The data for the study were collected from a test consisting of 14 open-ended questions within a basic physics context. The test was given to 60 pre-service teachers studying physics and science education. The questions were prepared considering the idealizations in some mathematical models that are frequently used in physics lessons. The results of the study are given along with content analysis and frequency tables of the open-ended questions, with the help of rubrics developed by the researchers. The data obtained showed that the majority of the prospective teachers participating in the study were not aware of the idealizations in the equations, and those using the idealizations generally used irrelevant and incorrect idealizations.

方程（作为用于解释事实的数学模型）得到了简化，尤其是在基础水平上学习物理学时，以帮助理解依赖于许多变量的复杂系统。这些简化是文献中的理想化，对于相同的概念也给出了抽象和近似。在阅读模型时，了解模型是理想的，并了解理想是什么，对于使读者正确理解复杂的操作非常重要。这项研究的目的是揭示学生是否意识到某些数学模型用来解释物理教育中复杂事实的理想化。本研究以简单的调查模型进行组织。这项研究的数据是从一个包含14个开放式问题的测试中收集的，这些测试是在基本物理学的背景下进行的。该测试是针对60名从事物理和科学教育的岗前教师的。考虑到物理课程中经常使用的一些数学模型中的理想化，准备了这些问题。借助于研究人员开发的标题，研究结果与内容分析和不限成员名额频率表一起给出。获得的数据表明，参与研究的大多数准教师并不了解方程式中的理想化，而那些使用理想化的教师通常使用无关紧要和不正确的理想化。考虑到物理课程中经常使用的一些数学模型中的理想化，准备了这些问题。借助于研究人员开发的标题，研究结果与内容分析和不限成员名额频率表一起给出。获得的数据表明，参与研究的大多数准教师并不了解方程式中的理想化，而那些使用理想化的教师通常使用无关紧要和不正确的理想化。考虑到物理课程中经常使用的一些数学模型中的理想化，准备了这些问题。借助于研究人员开发的标题，研究结果与开放式问题的内容分析和频率表一起给出。获得的数据表明，参与研究的大多数准教师并不了解方程式中的理想化，而那些使用理想化的教师通常使用无关紧要和不正确的理想化。