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Abstract
To qualify individuals in society as scientifically literate, they need to have a sufficient understanding of science, technology, and the relationship of society. Educational restructuring efforts emphasize scientific literacy as an important goal. The studies, in the literature, reveal that teachers and teacher candidates have misconceptions about science and technology and there is an important lack of knowledge about the effects of science and technology on society. This study aims to determine the opinions of social studies teacher candidates about science, technology, and the impact of science and technology on society. A semi-structured interview technique was used in this study, designed as a case study, among qualitative research methods. The study was carried out with 10 social studies teacher candidates who took the Science-Technology and Social Change course at a university in the Western Black Sea region in 2018. The themes reached in the analysis process were grouped under three dimensions: science, technology, and the relationship of society with science and technology. The results obtained from the study show that teacher candidates have misconceptions about science, that they confuse the concepts of science and technology, and that science and technology studies are affected by the social structure of the society