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This study analyzed analogies in chemistry content of secondary school science textbooks based on the 7th national curriculum. A total of 325 analogies were found from 35 textbooks and 1 analogy per 13 pages was used on average. Many analogies were used only once. Functional analogies, verbal and pictorial analogies, analogies with abstract target and concrete analog, simple or enriched analogies, teacher-centered analogies, and analogies with low systematicity were frequently used. The frequency of the analogies related to everyday contexts and that of the artificial analogies were similar. When the analogies were presented in the textbooks, the term ‘analogy’ was rarely mentioned. Few analogies included description about limitations of the analogies. In comparison with the analogies in the textbooks based on the 6th curriculum, the frequency of analogies per page was increased, but the patterns of the analogy type were similar except representation, artificiality, and students’ participation. Educational implications are discussed.