A study on the making and applications of individual analogy of science teacher candidates

The aim of this study; To investigate the individual analogy-making competencies of pre-service science teachers. The qualitative method was used in the study. The study was carried out in the fall semester of the 2019-2020 academic year, with prospective teachers who were studying in the last year of Kastamonu University Faculty of Education Science Teaching and took the school experience course from the same faculty member. The study was carried out with a total of 8 teacher candidates, 7 female and 1 male. The participant teacher candidates were given an 8-week training and the reflection of this training on them was evaluated. Teacher candidates by the researcher; Training was given to understand the concept of analogy, its types, in which subjects and how to use analogy within a plan. As data collection tools in the study; At the beginning of the process, semi-structured interviews were used to determine the subject knowledge of the pre-service teachers and their perspectives on learning, and at the end to evaluate the reflection of the process on them and the practices, classroom observations during the implementation of the practices, and the pre- and post-works prepared by the pre-service teachers to determine the change in the process were used. At the end of the application, the data were analyzed. The results of the analysis show that the use of analogy contributes to science teaching. In addition, it has been concluded that the use of analogy activates the teacher and the student in the classroom environment, makes them aware of their own knowledge as a teacher, and contributes to their field knowledge and teaching skills.