Abstract
This study aimed to identify pre-service science teachers' awareness of employing artificial intelligence in science education. It sought also to determine the reasons that led to this level of pre-service science teachers' awareness of employing AI in science education. The mixed- method was used with an interpretive sequential design. The researcher prepared a measurement and distributed it to all forty-three pre-service science teachers. In terms of the qualitative method, interviews were conducted with a sample consisting of 15 female pre-service teachers. The quantitative study revealed pre-service science teachers' awareness of employing AI in science education low level. The results of the qualitative interviews used to explain the results of the quantitative study. There are statistically significant differences, at a level of confidence of 0.01, between the hypothetical and actual means of the total score of pre-service science teachers' awareness of employing AI in science education, as well as in the case of dimensions. The differences are in favor of the hypothetical mean.