The Effect of the Using Analogy on The Teaching of Identifying and Controlling Variables on the Brightness of a Bulb

This study investigated the effect of the using analogy on the teaching of identifying and controlling variables on the brightness of a bulb. The study was conducted with the participation of 98 fifth grade students. 49 students were in the experimental group and 49 students were in the control group. The unmatched control group pretest and posttest method was used in this study, interviews were done with the students. Analogy was used in the experimental group and analogy was not used in the control group in the implementation process. A data collection form consisting of two questions was used in this study. In the first question, the students were asked to choose two circuits that they could see the effect of the battery’s number on the bulb’s brightness from four simple electrical circuits. In the second question, the students were asked to choose two circuits that they could see the effect of the bulb’s number on the bulb’s brightness from four simple electrical circuits. Data were analyzed using content analysis. As a result of the research, it has been found that the using of analogy is effective on the learning and elimination of misconceptions. Teaching with analogy is focused interest and attention on the issue, made the lesson fun. It is thought that these situations have an effect on the result