Abstract:

In this research, it is aimed to evaluate the studies using analogy method in the field of Chemistry Education published between 2005-2023 with the meta-synthesis method. Google Akademik, Dergipark, Ulakbim and YÖK-National Thesis Center databases were searched, and sixteen open access, free and full text accessible articles and seven theses were included in the study. It has been determined that the analogy method is effective in increasing academic achievement and reducing misunderstandings. It was noted that the mixed research method was used more, test and interview forms were mostly preferred as data collection tools, and t-test, ANOVA and content analysis were mostly used from data analysis methods. It was determined that the studies on analogy were mostly in 2010 and 2013, and analogies were mostly used in the subjects of Chemical Equilibrium and Chemical Bonds. It has been concluded that simple and verbal analogies are mostly used in chemistry textbooks and analogies are not used as a final organizer. In order to avoid misunderstandings about analogies to be used in studies, it may be recommended to specify the limitations or different aspects of analogies, to conduct pilot studies before the implementation, and to inform teachers about analogies through in-service training.

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