Analogies used in science teaching,the investigation of effect of analogy on students achievement, attitude and knowledge retention

In this study, the effect of the analogy as a method, that is used in science and technology course of primary school and the effect of this concept on the achievement, attitude and knowledge retention of students, were studied. Quantitaive and qualitaitve methods are used in this research. In, the first part, quantitative method is used. Effect of analogy method on achievement, attitude and knowledge retention of student?s were investigated. With this aim, the sample consists of two control and one experimental group. In the second part of the research, qualitative method is used. In the first chapter of the qualitative part, the number of analogies and their qualifications are identified. These analogies are collected from science and technology books. Then, problems in use of analogy were described. In the research, primary school science and technology textbooks, the unit of `If the Pressure Would Not Exist? and its achievement test exams and Science and Technology Attitude Tests were used as data sources. The research was made 2005-2006 academic year, spring semester. The content of research was formed by science and technology textbooks of primary school 4., 5., 6. classes, and science textbooks of 7. and 8. classes, and the seventh class students in Kırsehir. These books depend on Ministry of Education, since the descriptive part of research include in whole content, the sample experimental part consisted of 54 students. vi According to the findings from this research, the use of analogy in science and technology lessons, affects the student?sachievement and knowledge retention positively. Although, student?s attitudes are affected, the results was not found meaningful statistically. When the textbooks are investigated, total 89 analogies are found. The greater part of these analogies is used in 8 th class, than to 4, 6, and 7 th class level orderly. When analogies are investigated, it is seen that these analogies are generally simple and pictorial-verbal. It is not pointed out that where the analogy breaks down. The use of analogy in science and technology lessons is very useful method to the students, because it gets the students to make connection among their prior knowledge and new knowledge, in science and technology lessons which is in spiral structure. Also it is important to identify students? possible misconceptions because of using prior knowledge. It is suggested that, similar studies can be made by using analogy in different disciplines and methods.