This study aims to make a study of the science teacher candidates’ levels of associating some chemistry concepts with everyday life events. In this study which was planned developmentally from 1st year to 4th year, it was aimed to reveal out how teacher candidates change throughout the study. In this study, developmental research method was used. The sample of the study were 159 undergraduate students from 1st, 2nd, 3rd, and 4th grade of Elemantery Science Education Department at Education Faculty at Recep Tayyip Erdogan University. As a data gathering tool in the study, The Test of Associating with Everyday Life. The test is consists of 14 open ended questions. In order to enable students deeply express their opinions about the concepts, open ended questions were used in this study. The responses of the students to the test were categorized as Understood , Partially Understood, Missunderstood, Empty-Unanswered. As a result of the findings, it was understood the the students were able to explain the events that were close to the events seen in the books at school but were unable for the acquired information for different samples from life. This situation reveals that students try to memorize instead of trying to understand the given information. The teachers can provide students striking and intriguing life events with different techniques in order to create a learning environment in which students can have experiences. In the exams, placing questions about associating science concepts with everyday life may direct students to give more importance to these subjects. Not only must this association be taken into consideration at University level but also at lower levels.
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