LAUSR

The Biology Training Program, designed in education, is based on the constructivist approach. This approach is the process of facts that individuals observe and make sense of, in their surroundings. They construct knowledge by serving to be interpreted individually, according to their experience (Driver & Bell, 1986). This process focuses on how to teach individuals or teachers to plan learning, rather than, accepting what is taught. Also, this is important for the functionality of information in place of content. Metaphors are one of the teaching strategies that aids to determine the state of known knowledge in teaching and how to teach it in future education. Therefore, metaphors are the most preferred teaching resources in science coaching (Harrison & Treagust, 2006; Jeppsson et al., 2013). One challenge in bringing science literacy to a certain level is the individuals that have a low chance of being correctly observed, in making sense of biological concepts. The interest in learning biology reduces due to the intense course content of the biology curriculum, not using the majority of information in daily life, consisting in more than one abstract concept, and having difficulties reflecting knowledge of learners (Banet & Ayuso, 1999; Gilbet, 2006;). Although this problem may appear in different disciplines, particularly, in the fields of physics, chemistry, and biology, the most focus is on the concepts of biology courses (Ekici, 2016). And that is why scholars have difficulty expressing, “what was learned and how to practice” in their lives (Banet & Ayuso, 1999; Chuang & Cheng, 2003; Pelaez et al., 2005). Also, having intensity concepts makes it difficult to understand, relationships between perceptions depend on biology information that has abstract exterior terminology. It is expected that micro concepts can be observed with a microscope. In addition, it is expected, the concepts that are theoretically close create confusion. In biology, it is hardly possible for each of the terminological terms to be observed. The information is limited in representative phenomena that individuals create in their minds. Through these phenomena, information is made meaningful and expressed according to meaning reflection. Besides, it is observed that excessive terBanuçiçek Özdemir Giresun University, Turkey Abstract. This research was performed to determine the Common Metaphorical Perceptions of Prospective Teachers on DNA-Gene-Chromosome Concepts, despite classroom levels and university differences. For the baseline group studies, two State Universities, one from the east and the other from the north of Turkey, were selected to be studied in the Fall Semester of 2017-2018. They were respectively called University A” and “B”. The population sample contained a total of 326 students from 1st, 2nd, 3rd, and 4thclassroom level of the “Science Education Department” of “Education Faculties.” The phenomenology design which is one of the qualitative research methods was applied. Answers to questions regarding “the metaphors of DNA-GeneChromosome concepts” and “under what theoretical categories the common features and metaphors were investigated” to be in line with the university differences. The research data were obtained by ‘metaphor identification’ for respective concepts and content examination studies in the framework of “Qualitative Analysis Methods.” Correspondingly, it has been determined that Prospective Teachers have common metaphors concerning DNA-Gene-Chromosome concepts, regardless of their class or university differences.