Storytelling in biology education

In this study, it is aimed to determine the views of biology teachers about the storytelling example. Teachers' use of educational tools such as metaphor and analogy in a story was considered as their own experiences, and the opinions about these experiences were used to reveal the suitability and usability of the storytelling method in biology education. In this study, which was carried out with a qualitative research approach, the phenomenology study method was used. During the interviews, in-depth questions were asked to confirm the views. In these interviews with the teachers, the research data were collected by audio recording and written. Content analysis was performed on the data obtained as a result of the research. The findings were explained and evaluated by creating codes, categories and themes. As a result of the research; It was revealed that biology teachers evaluated the storytelling method in terms of Bloom's Taxonomy Cognitive Field Classification (Cognitive Processes Dimension) and in terms of its contribution to the biology lesson. The elements that biology teachers pay attention to when choosing teaching methods and techniques in learning environments have been reached. These elements are; It has been determined that the selected methods and techniques can meet student achievements, contribute to science education, reflect teaching principles and address the emotional characteristics of students. In addition, the expectations of biology teachers from a training on storytelling method were determined.