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The aim of science course is to introduce students their environment and provide them with basic living and thinking skills. In this connection, science courses encounter students with problems related to their daily life, help them to realize and inquire these problems, provide possibilities for solution of these problems and support them in synchronization with environment. Therefore, general aims of science education curriculums are training self confident, cooperative, decisive students who have problem solving skills, inquiry learning skills, effective communication skills and sustainable development awareness. One of skills that gained importance in 2013 Science Education Program is relating knowledge with daily life. Students’ levels of relating knowledge with daily life is one of the main components of Turkish Science Education Program and it is expected to be promoted in science course. Therefore, science teachers should have a strong background and self efficacy about relating knowledge with daily life in order to promote in classroom and encourage their students. In this case, considering that teachers train students who have ability to relate their knowledge with daily life, they should have ability to relate knowledge with daily life themselves and graduate from teacher training institutes with proper background. In these terms, it is important to promote pre-service science teachers’ ability to relate knowledge with daily life perception in teacher training institutes. Therefore, the aim of this study is to examine pre-service science teachers’ views towards relating knowledge with daily life.
Acknowledgement: This study is supported by Dokuz Eylul University Scientific Research Project department with project no: 2014.
Keywords: Science education, pre-service science teachers, relating knowledge with daily life