An Analysis of Analogies Used in Secondary School Biology Textbooks: Case of Turkey

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dc.contributor.authorDikmenli, Musa
dc.date.accessioned2020-03-26T17:46:55Z
dc.date.available2020-03-26T17:46:55Z
dc.date.issued2010
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractProblem Statement: Analogies can help make science concepts meaningful to learners but only when used appropriately. They can visualise abstract concepts and motivate. For this reason, analogies are common in biology textbooks. However, previous studies have suggested that analogies are used randomly and carelessly in science textbooks. This situation can cause students to misunderstand scientific concepts. From this point of view, it is considered that analysing the analogies used in biology textbooks will benefit students and teachers. Purpose of the Study: The aim of this study is to analyse the types of analogies used in secondary school biology textbooks in Turkey and investigate how these analogies are presented. Method: A document examination technique was used in this research. Seven secondary school biology textbooks were investigated. Determined analogies in the textbooks were classified as follows: analogical relationship, presentational format, level of abstraction, position of the analogue relevant to the target, level of enrichment, pre-topic orientation and the limitations of the analogy. Findings and Results: A total of 119 analogies were determined in the biology textbooks. A considerable proportion of those were related to cell structure and function, including cells and organelles such as the factory analogy for cell structure and function and power generator analogy for mitochondria. It was determined that analogies were configured mostly as structural, verbal, concerte-abstract, embedded activator and simple analogies. Most were not configured in accordance with analogy-based teaching models. Therefore students can develop misconceptions. Analogies that only indicate superficial similarities can confuse students, and these must be elaborated and made interesting for students. To prevent misconceptions, it is necessary to indicate the irrelevant features of the target and analogue concepts. Conclusions and Recommendations: When preparing biology textbooks, the principles highlighted by teaching models such as the teaching with analogies model should be taken into consideration.en_US
dc.identifier.citationDikmenli, M., (2010). An Analysis of Analogies Used in Secondary School Biology Textbooks: Case of Turkey. Eurasian Journal of Educational Research, (41), 73-90.
dc.identifier.endpage90en_US
dc.identifier.issn1302-597Xen_US
dc.identifier.issn2528-8911en_US
dc.identifier.issue41en_US
dc.identifier.startpage73en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/24580
dc.identifier.wosWOS:000285629700005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorDikmenli, Musa
dc.language.isoenen_US
dc.publisherAnı Yayıncılıken_US
dc.relation.ispartofEurasian Journal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectbiology educationen_US
dc.subjectanalogyen_US
dc.subjectbiology textbooksen_US
dc.titleAn Analysis of Analogies Used in Secondary School Biology Textbooks: Case of Turkeyen_US
dc.typeArticleen_US

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