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The aim of this study is to evaluate the opinions of social studies teacher candidates on use of biography in science, technology and social change course given in the undergraduate program of social studies education. In this regard, convergent parallel design as a mixed research pattern was used to make use of both qualitative and quantitative data. A single-group pretest-posttest experimental pattern and a semi-structured interview form with three sections were used respectively for quantitative and qualitative data. The study group consists of 49 students receiving undergraduate education in the 2nd grade of Bartin University Faculty of Education Department of Primary Education - Social Studies Teaching. From quantitative point of view, a statistically significant difference was observed between the pretest and posttest results of the performed application. On the basis of gender variable, no significant difference was found between the opinions of male and female students on use of biography in science, technology and social change course. Qualitative results of the application indicate that the use of biography makes a positive contribution to the course, increases the level of permanent learning, and helps to teach the course materials in a more entertaining and attractive way, while limitations such as the questionable objectivity of references also exist, in addition to other issues such as availability of visuals and works.

A Sample Application for Use of Biography in Social Studies; Science, Technology and Social Change Course