摘要：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 for grades 4-8 were examined. Four principal categories, ―simple analogy‖, ―enriched analogy‖, ―extended analogy‖ and ―metaphor‖, were used to label the data. As a result of this study, it was found out that analogies suggested by the 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 the new Science and Technology Curriculum and textbooks had shortcomings in presenting un-compared 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 depending on the type of textbook publisher. In light with the results, it is recommended that publishers or authors should use the analogies in a planned manner and present their un-compared features or limitations.
关键词：Analogy; Metaphor; Science Education; Science and Technology Curriculum; Textbook
