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The most important indicator of meaningful learning in science education is that the students learn and often encounter in their daily life in the description. To be able to implement this, students need to be a good science literate. This study was carried out in order to reveal to what extent the teacher candidates can explain the relationship between scientific information of the candidates and events in daily life. To that end, 86 third-grade candidate science teachers were selected as the study group. The study was formulated by the scanning model. To collect the data in the study, prospective teachers were asked to explain survey questions in a scientific way by asking 28 questions about daily life on 11 different topics. It is concluded that they cannot explain the questions on state change in a scientific way, while the teacher candidates can explain the questions that correlate heat insulation and solvents with daily life are correct. As a result of the study, it was determined that the science teachers had difficulties in correlating the scientific

Teacher Candidates’ Levels of Relating the Scientific Knowledge to Their Daily Lives