Abstract:
Changing syllabus gives a great importance to the association of acquired knowledge with everyday life. Students come to the secondary level of education; they are expected to explain some everyday life events about light. This study was conducted to reveal the level of fulfillment of this expectation. 8th grade (N=100) students who study at different schools in the province of Trabzon, participated in this research. Students were asked to write scientific explanations of the 18 sample everyday life events which can be explained by using the light knowledge they have acquired until 8th grade. Data obtained from students' answers to the descriptionof each event, were analyzed by coding in the form of true-falsepartly true and empty. Light knowledge, most and least associated with everyday life events by students, was determined. It was seen that students' levels of relating the knowledge and everyday life events about light is low, in general. Semi-structured interviews were carried out with 6 students to reveal the reason for this low level. In consequence of this study these can be said; changing syllabus in schools is not adequate in changing practices, teachers do not apply the syllabus completely, and students are preparing for exams, not for life.
