The Role of Deep Learning in Biology Education: A Metaphorical Analysis of Biology Teachers’ Perspectives

Deep learning has become an important pedagogical approach in biology education because it promotes conceptual understanding, cognitive engagement and meaningful learning. However, biology teachers’ perceptions of deep learning remain underexplored. This study investigated biology teachers’ metaphorical perceptions of deep learning, identified the conceptual categories underlying these metaphors and examined differences based on gender, teaching level and teaching experience. A qualitative phenomenological design was employed involving 90 biology teachers from junior and senior high schools. Data were collected using a metaphor elicitation form in which participants completed the statement, “Deep learning in biology education is like … because …”. The metaphors were analyzed through categorization, validation and reliability procedures, while descriptive statistics and Pearson’s Chi-square tests were used to examine demographic differences. Six conceptual categories emerged: Facilitator of Understanding, Conceptual Deepener, Cognitive Learning Process, Challenging Learning Process, Teacher-Guided Learning and Meaningful Learning Outcome. The most dominant categories were Facilitator of Understanding and Conceptual Deepener, indicating that teachers primarily viewed deep learning as an approach that enhances conceptual integration and long-term understanding in biology. No significant differences were found according to gender or teaching experience, whereas teaching level significantly influenced the distribution of metaphor categories. Overall, biology teachers conceptualized deep learning as a holistic pedagogical approach that integrates cognitive engagement, teacher guidance and meaningful learning outcomes. These findings provide insights into teachers’ pedagogical perspectives and offer implications for designing biology instruction that promotes deep and meaningful learning.