摘要：The aim of this study is to examine problem posing skills of prospective teachers in terms of their academic success. To this end, 9 prospective physics teachers, who are sophomores, from the Department of Physics Teaching were included within the study taking into consideration their GPAs. These prospective teachers were grouped under three titles, namely, low, medium and high. When the total points of these prospective teachers related to problem posing skills were examined, it was seen that those who have high GPAs have higher problem posing skills than those with medium or lower GPAs, however, no significant difference was observed between those with medium or lower GPAs in terms of their problem solving skills.
