In the research, diffraction and reflection subjects were taken and it was aimed to determine the contextualized knowledge of pre-service science teachers about these cases. The study group consisted of 40 pre-service science teachers studying in a faculty of education in the Western Black Sea Region. The data were gathered by a standardized two-stage multiple-choice test developed in accordance with the relevant literature. The first stage questions were consisted of multiple-choice questions, and the second-stage questions consist of open-ended questions. The first stage questions were required knowledge of the context. The second stage questions were required contextualization of physics knowledge in the relevant context. The questions in the first stage where there were multiple choice questions (1. and 3. questions) are quantitatively and the other questions (2. and 4. questions) are analysed qualitatively. The answers of pre-service teachers were classified in qualitative dimension. As a result of the research, it was seen that most of the pre-service teachers had the knowledge of the context. In the second stage questions, it was determined that they could not use physics knowledge about the contexts in the questions and they gave answers containing alternative ideas and drawings. In the light of these findings, it is concluded that pre-service science teachers have contextual knowledge about diffraction and reflection subjects but they have not been able to contextualize physics knowledge. In teaching physics subjects, it is recommended that pre-service teachers should be given information about how to use physics knowledge in context with context examples.