In chemistry, events are explained in three dimensions: microscopic, macroscopic, and symbolic. Achieving a complete understanding of a chemical event requires integrating these three dimensions. Research on the comprehension of chemistry concepts shows that students sometimes fail to use them correctly in explaining chemical events. Students especially have difficulty in understanding and explaining some chemistry topics because of their abstract structures like chemical reactions. This study aims to evaluate an analogy activity developed for teaching chemical reaction and collision theory from the perspectives of pre-service science teachers. To this end, the analogy activity developed on chemical reaction and collision theory was carried out with the 1st grade 42 science students (i.e. pre-service teachers) attending a state university, and their opinions were received. The observation notes taken and the analogy tables filled in by the students were used to evaluate the analogy. In general, the pre-service teachers considered the analogy distinctive, interesting, and amusing relative to other methods and thought that the analogy helped them concretize the concept of chemical reaction, see the events taking place in the reaction process in detail, and provided them with an insight into developing activities and materials of this sort in the future.

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