The Effect of using v-diagrams in Science and Technology Laboratory Teaching on Preservice Teachers' Critical Thinking Dispositions

Evren, Ayşegül; Batı, Kaan; Yılmaz, Serkan

doi:10.1016/j.sbspro.2012.05.467

Cited by 12 publications

(7 citation statements)

References 12 publications

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“…So there are many approaches to improve students' critical thinking (e.g. Charen, 1970;Seymour, 1973;Zhou et al, 2010a;Zhou, Guo, & Wang, 2010b;Zhou, Shen, & Tian, 2010c;Zhou et al, 2012;Evren, Bati, & Yilmaz, 2012). For the literature mentioned above, most of the researches have focused on the influence that teaching methods had on critical thinking.…”

Section: Definition Of Critical Thinkingmentioning

confidence: 99%

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Zhou¹,

Huang²,

Tian³

2013

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Section: Definition Of Critical Thinkingmentioning

confidence: 99%

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Zhou¹,

Huang²,

Tian³

2013

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“…Therefore, it can be said that usage of Vee diagram in the science laboratory courses increase the achievement. There are many other studies supporting this finding (Calais, 2009;Evren & Sulun, 2010;Roth & Verechaka, 1993).For example, Evren, Bati & Yilmaz (2012) investigated the effects of V-diagrams in Science and Technology laboratory teaching on preservice teachers' critical thinking dispositions. The findings from their study showed that using V-diagrams and routine teaching activities have different effects on preservice teachers' critical thinking dispositions in science and technology laboratory.…”

Section: Conclusion and Discussionmentioning

confidence: 86%

Effect of Vee diagram on the achievements and attitudes of students in science laboratory course-II

Erkol¹

2017

PROSOC

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The aim of this study is to examine the effects of Vee diagram on the achievements and attitudes of students in science laboratory course-II. Sample consisted of pre-service science teachers (N=59) of science teaching program at Faculty of Education in Afyon Kocatepe University in Turkey. A quasi experimental research was utilized as the research design. The teaching was realized through traditionally laboratory method with the control group, whereas through Vee-diagrams with the experimental group. Pre-service science teachers constructed Vee diagrams for presenting their experiment reports during whole laboratory process. The data were gathered through "Achievement Test (AT)" and "Attitude Scale for Science Laboratory (ASSL)". The findings indicated that although there is no significant difference (p>.05) between the pre-test achievement scores of groups, the result of the post-test exhibited that there is a significant difference among groups, which is favor of the experiment group (p<.05). The findings also indicated that there was no a significant difference between posttest attitude scores of the experimental group and control experimental group (p>.05).

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“…The original diagram has been altered many times and evaluated by research in many ways. This research has shown that the Vee digram is one of the effective tools that allows the development of metacognitive skills, meaningful learning, or critical thinking in adults in training [51,53,54,55].…”

Section: The Vee Diagram and Its Use In Educationmentioning

confidence: 99%

The situational approach in adult education: Modeling situations using the vee diagram

Barhone¹,

Omar²,

Khaldi³

et al. 2021

Global J. Eng. Tech. Adv.

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Much educational research has raised the effectiveness of situational teaching or training aroaches, especially for adult learners in work situations, due to their social and professional nature. The situational aroach (SAP) or situated learning (SL) to refer to the learner, stipulates that learning cannot be isolated from the context of its alications, and that knowledge is insertable from action. In this context, the situation becomes central in the acquisition of knowledge and the development of capacities and skills, which are now the aims. We therefore deduce that any design, development and implementation of e-learning training for adults is imperatively based on the modelling of the said learning situation. The objective of this article is to analyze certain models of situations and to propose a model-process more relevant with e-learning training for adults. For the sake of modelling visibility, we use a modified model of the Vee diagram from Gowing’s model.

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The Effect of using v-diagrams in Science and Technology Laboratory Teaching on Preservice Teachers' Critical Thinking Dispositions

Cited by 12 publications

References 12 publications

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Effect of Vee diagram on the achievements and attitudes of students in science laboratory course-II

The situational approach in adult education: Modeling situations using the vee diagram

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