This study aimed to investigate the impact of using analogies in acquiring scientific concepts and retention by grade nine female students. The sample of the study consisted of (63) female students in grade nine, in Al- Dhakhliyah region. They were divided into (32) students as an experimental group who were taught in the analogies method and (31) students as a controlled group who were taught in the conventional method. The study lasted for five weeks; 7 lessons a week in the second semester of the 2010/2011 academic year. To achieve the goal of the study, a test was constructed on the scientific concepts consisted in the electricity unit and its technical applications in the textbook. It involved (27) essay questions and was verified by arbitrators and the coefficient of reliability was (0.83) which is acceptable somehow. A teacher guide was also prepared to teach in the analogies method which covered the electricity unit and its technical applications in the textbook and was verified by arbitrators The results of the study indicated crucial differences in average scores of the study groups in the scientific concepts test for the favor of the experimental group. The results also showed crucial differences in the applicable learning levels, Inferences in the application and the knowledge level for the favor of the experimental group. Regarding these results, the researcher came up with number of workshops for teachers and supervisors in teaching science by the analogies approach and how to implement it for its benefits to acquire students with abstract scientific concepts and link them with their environment.