Comprasion of analogies in chemistry textbooks written according to 2008 and 2018 secondary school chemistry cours curricula

In this study, analogies in chemistry textbooks written according to the 2008 and 2018 secondary school chemistry curricula were compared. The study is a survey research which is one of the quantitative research designs. First of all, analogies in 9th, 10th, 11th and 12th grade chemistry textbooks approved by the Ministry of National Education, which were written according to the 2018 curriculum and taught in the 2020-2021 academic year, were determined and classified using the content analysis approach. The identified analogies were classified according to categories such as shared feature, presentation style, level of abstraction, richness, artificiality level, use of the term analogy, systematicity, definition of limitations, student participation, and place in the domain.Then, a comparison was made with the results of a similar study conducted with the chemistry textbooks taught in the 2011-2012 academic year, which were written according to the 2008 curriculum. A total of 26 analogies were identified in the secondary school chemistry textbooks taught in the 2020-2021 academic year, written according to the 2018 program. When analyzed on the basis of grade levels, it was determined that a total of 11 analogies were used in the 9th grade book and 1 analogy was used in the 10th grade book. A total of 12 analogies were identified in the 11th grade book and 2 analogies in the 12th grade book. A total of 39 analogies were identified in the chemistry textbooks written according to the 2008 curriculum. The distribution of analogies according to grade levels is 11 in the 9th grade book, 17 in the 10th grade book, 6 in the 11th grade book and 5 in the 12th grade book. The reasons for the decrease in the amount of analogies over time are discussed and recommendations are made to book authors and educators.