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Abstract → Concrete- both analog and target are concrete - both analog and target are abstract - abstract target and concrete analogThe extent of mappingSimpleEnrichedExtended- states only ‘target’ is like ‘analog’ with no further explanation- indicates some statement of the shared attributes- involves several analogs or several attributes of one analog to describe the targetArtificialityEveryday contextArtificial- use everyday object(s) or situation(s) with no change- use everyday object(s) or situation(s) with some changeUse of term ‘analogy’UsedNot used- includes term ‘analogy’, ‘analogical’, etc.- does not include the term ‘analogy’, ‘analogical’, etc.SystematicityHighLow- analog includes casual relation in the target- analog does not include casual relation in the targetDescription of limitationDescribedNot described- includes some statement of the unshared attributes- does not include any statement of the unshared attributesStudents’ participationStudent-centeredTeacher-centered- requires students’ active participation- does not require students’ participationTable 3. The frequency of analogiesName of textbooks Number of analogiesMeanper textbook per 10 pagesMiddle School Science 108 6.0 0.96High SchoolScience 35 5.0 0.75Chemistry I 18 3.6 0.12Chemistry II 164 32.8 1.60Total 325 9.3 0.80

The Analysis of Analogies in Chemistry Content of Secondary School Science Textbooks Based on the 7th National Curriculum