<p><p><p><p> This study identified prospective science teachers’ declarative knowledge about Newton’s laws of motion through </p> <div>quantitative and qualitative assessments. Their declarative knowledge was regarded as a contributor that might have </div> <div>an effect on their knowledge levels, achievement levels, and achievement scores. The contributors that might have an </div> <div>effect on their achievement scores were divided into two categories, namely, variables and factors. Their achievement level measured by their </div> <div>responses to the questions about their declarative knowledge varied between 43% and 45%, whereas their knowledge level varied from 12% and </div> <div>34%. Thus, their achievement level did not represent their knowledge level. It can be argued that foresight is more influential than variables in </div> <div>answering questions about one’s declarative knowledge.</div></p></p></p>