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Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 7 (Jun., 2015) |
The descriptive research method was used in this study. According to this method, the data obtained are summarized and interpreted based on previously determined categories. The data can be organized based on the categories presented by research questions and it can also be presented by taking the questions or dimensions that are used in the interview and observation processes. In the descriptive method, the purpose is to present the findings obtained to the reader in an organized and interpreted way. Therefore, data obtained are primarily described systematically. And then these descriptions are explained and interpreted. Cause-and-effect relationships are scrutinized and results are achieved (Yildirim and Simsek, 2005, p. 224).
The examined textbook
This research examines the new ninth grade biology textbook, which was prepared based on the secondary education biology curriculum that was revised in 2013 (Komisyon, 2014). This textbook is being used in the entire Turkey upon the approval of the Ministry of National Education.
The document analyzing technique was used as the data collection method for this research. Document examination covers the analysis of the written materials that contain information about the phenomena or phenomenon that is targeted to be researched. In qualitative research, document examination can be a data collecting method alone or other data collecting methods can be used together. Which documents were important and which documents can be used as data sources were closely associated with the research problem. For example, biology textbooks are one of the important data collecting tools in research that is related to biology education (Yildirim and Simsek, 2005, p. 187-188).
The biology textbook was read at least three times in detail and diagrams were reviewed in line with the purpose of the study. In the examination process, without judging if there are analogies or not, all simile and comparison types that are considered analogies were determined, coded, and photocopied. The coded simile types were read again from photocopies and then determined if they were analogies or not. The determined analogies were categorized based on the following criteria (Curtis and Reigeluth, 1984; Thiele and Treagust, 1994):
1- The level of target concept
Macroscopic: Involves target concepts that can be directly observed or detected through one or several sense organs.
Microscopic: Involves the target concepts that can be observed or detected only through the tools such as a microscope.
Sub-microscopic: Involves the target concepts that cannot be directly observed like atoms and molecules but explained through instructional models.
Symbolic: Involves the target concepts that can be explained through biological formula and symbols.
2- The analogical relationship between analogue and target
Structural: Analogue and target concepts in an analogy share similar attributes such as shape, size, colour, etc.
Functional: Analogue and target concepts in an analogy share similar attributes such as function, behaviour, etc.
Structural-functional: Analogue and target concepts in an analogy share both structural and functional attributes.
3- The presentation format
Verbal: The analogy is presented in the text in a verbal format only.
Pictorial-verbal: The analogy is presented in a verbal format along with a picture of the analogue.
4- The level of abstraction of the analogue and target concepts
Concrete-concrete: Both the analogue and target concepts are of a concrete nature.
Abstract-abstract: Both the analogue and target concepts are of an abstract nature.
Concrete-abstract: The analogue concept is of a concrete nature but the target concept is abstract.
5- The position of the analogue relevant to the target
Advance organizer: The analogue concept is presented in the text before the target concept.
Embedded activator: The analogue concept is presented in the text with the target concept.
Post-synthesizer: The analogue concept is presented in the text after the target concept.
6- The level of enrichment
Simple: Only one similarity is underlined between the analogue and target concepts. An analogy is formed from a simple sentence with no details.
Enriched: Two similarity dimensions between the analogue and target concepts are underlined. An analogical statement is formed from sentences that are basic for analogies.
Extended: Three or more similarity dimensions between the analogue and target concepts are emphasized. An analogical statement is formed from basic sentences including details. The analogies in which many sources have been used to explain a target concept are also considered extended analogies.
7- Pre-topic orientation
Analogue explanation: Introducing the analogue concept related to the target concept in the analogy through at least one point.
Strategy identification: Emphasizing that the text presented as an analogy is an assimilation.
Both analogue explanation and strategy identification: Emphasizing both the explanation of the analogue and the strategy identification.
None: No emphasis on the analogue explanation or the strategy identification.
8- The limitations of the analogy:
Noting the situation that there are breaking points in analogies in which misunderstandings are possible.
