Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2006

Full Length Research Paper

Analysis of analogy use in secondary education science textbooks in Turkey

Suleyman Akcay
  • Suleyman Akcay
  • Department of Primary Education, Faculty of Education, Süleyman Demirel University, Main Campus, Isparta, Turkey.
  • Google Scholar

  •  Received: 24 August 2016
  •  Accepted: 26 September 2016
  •  Published: 10 October 2016


Analogical reasoning is both an innate ability and a basic learning mechanism that can be improved. In classrooms, it is an important tool used by teachers, especially when explaining difficult or abstract issues. In addition to its use in all aspects of our lives, analogical reasoning is commonly used in textbooks. This research examines the extent to which analogies are used in high school science textbooks, the subjects of the examination being high school physics, chemistry, and biology course textbooks used by students between 14 and 17 years of age. A total of 15 textbooks (four biology books, five physics books, and six chemistry books) were reviewed. Ninety-two analogies were identified in these books. These analogies were classified based on a scheme developed by Curtis and Reigeluth. Findings are discussed in the context of previous related studies.

Key words: Analogy use, science education, secondary education, science textbooks, meaningful learning, cognitive science.