Classification on analogies in science and technology textbooks and science and technology curriculum

Science and Technology Curriculum reconstructed by impact of constructivist theory engendered to get new Science and Technology textbooks prepared, thereby, numerous teaching techniques involving ?analogy? one were started to use in teaching procedure. Although few studies have been concentrated on classifying analogies in Science and Technology textbooks, there is no study covering all prepared Science and Technology textbooks in regarded to new Science and Technology Curriculum.The aim of this study was to compare analogies in Science and Technology Curriculum with those in Science and Technology textbooks and to categorize them. Within document analysis research method, 16 Science and Technology textbooks at grades 4-8 were examined. In labeling data, four principal categories, ?simple analogy?, ?extended analogy?, ?enriched analogy? and ?metaphor?, were used.As a result of this study, it was found out that analogies suggested by new Science and Technology Curriculum overlapped with those exploited by the Science and Technology textbooks to some extent. But it can be deduced that both new Science and Technology Curriculum and textbooks had shortcoming in presenting uncompared features, which is the most important component in analogical mapping and in explaining where the analogy breaks up. Moreover, it was elicited that the number of analogies used showed a shift with type of publisher. In light of the results, it is recommended that publishers or authors should use analogies in a planned manner and present their uncompared features or limitations.