Özet:

The aim of this study is to evaluate the analogies developed by science teacher candidates for gene, DNA and chromosome concepts by considering their structure and types. While analogies are used in teaching, the similarities between easy-tounderstand, well-known examples taken from daily life and difficult to understand abstract concepts are emphasized. The well-known concept is defined as analog, and the concept that is being taught is defined as the target concept. Data collection process in the study was carried out in the fall semester of the 2019-2020 academic year. A total of 65 prospective teachers studying at the Faculty of Education Science Education final year of a university in the Eastern Anatolia Region participated in the study. The data were analyzed by content analysis, the results obtained were coded, and their frequency and percentages were determined and then tabulated. As a result of the analysis of the data; it was determined that teacher candidates developed 39 different analogies for gene concept, 31 different analogies for DNA concept and 36 different analogies for chromosome concept. In addition, according to the analogical relations of the analogies developed in the research, the most structural analogy, the simplified analogy according to the abstraction level of the analogy, the analogy stated 94% according to their limitations, the analogies indicated by 94% according to their limitations, and the verbal analogies by 95% according to the way analogies are presented. It was. The contribution of the use of analogy to the teaching process is frequently seen in the literature. In this respect, it can be suggested that teachers use analogies in science lessons, studies on the use of analogies for the subjects in the Physics and Chemistry disciplines, and examines the effect of science teachers 'processing science subjects using analogies on students' achievement.

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