International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2014, Vol. 10(1) 84-100

Pre-service Teachers' Beliefs about Using Vee Diagrams as a Report Schema in Science Education Laboratories

Gursoy Meric

pp. 84 - 100

Publish Date: February 15, 2014  |   Single/Total View: 121/382   |   Single/Total Download: 181/654

PDF Download

Abstract

The purpose of this study is to investigate pre-service teachers' beliefs and thoughts about using Vee Diagrams or Vee Maps in science education laboratories. The study's sample consists of 54 students (42 girls and 12 boys) from the elementary school education department in the science education division of Çanakkale Onsekiz Mart University in Turkey. Data were collected from the study 'Beliefs scale for the Use of Vee Diagrams of pre-service teachers' consisting of 20 Likert-type questions,and 'Open-ended Questionnaire about the Use of Vee Diagram in science education laboratories,' which includes 10 open- ended questions. First, the students were taught about Vee maps and diagrams for one week, and then some students volunteered for the scale, questionnaire and interview-application. Data were obtained for the quantitative and qualitative parts of the study. A-mixed methods design was used. Results indicate that pre-service teachers have positive beliefs towards the use of Vee diagrams in science education laboratories and there is a cross-relation between their beliefs and correct drawings for Vee diagrams.

Keywords: Attitudes, beliefs, pre-service teachers, science education laboratories, thoughts, Vee-diagrams

How to Cite this Article?

APA 7th edition
Meric, G. (2014). Pre-service Teachers’ Beliefs about Using Vee Diagrams as a Report Schema in Science Education Laboratories. International Journal of Progressive Education, 10(1), 84-100.

Harvard
Meric, G. (2014). Pre-service Teachers’ Beliefs about Using Vee Diagrams as a Report Schema in Science Education Laboratories. International Journal of Progressive Education, 10(1), pp. 84-100.

Chicago 16th edition
Meric, Gursoy (2014). "Pre-service Teachers’ Beliefs about Using Vee Diagrams as a Report Schema in Science Education Laboratories". International Journal of Progressive Education 10 (1):84-100.

References
  1. Afamasaga-Fuata’i, K. (Ed.) (1999). A Conceptual Approach to Teaching Science & Mathematics. Proceedings of the Year 13 Science/Mathematics Teachers & Subject Specialists Workshop on “Learning to Concept Map and Vee Map.” National University of Country, February 8 – 10, 1999. [Google Scholar]
  2. Afamasaga-Fuata’i K. (2004). Vee Diagrams as a Problem Solving Tool: Promoting Critical Thinking and Synthesis of Concepts and Applications in Mathematics., Retrieved November 10, 2013, from http://publications.aare.edu.au/07pap/afa07202.pdf [Google Scholar]
  3. Afamasaga-Fuata’i K. and Cambridge, L. ( 2007). “Concept maps and vee diagrams as tools to understand better the “division” concept in primary mathematics”. Proceedings of the 21st biennial conference of the Australian Association of Mathematics Teachers Inc. Adelaide SA. [Google Scholar]
  4. Alvarez, M. C. and Risko, V. J. (2007). The Use Of Vee Diagrams With Third Graders As A Metacognitive Tool For Learning Science Concepts. Teaching and Learning Faculty Research. Paper 5. http://digitalscholarship.tnstate.edu/teaching/5 [Google Scholar]
  5. Atılboz, N. G., & Yakışan, M. (2003). V- Diyagramlarının Genel Biyoloji Laboratuarı Konularını Öğrenme Başarısı Üzerine Etkisi: Canlı Dokularda Enzimler ve Enzim Aktivitesini Etkileyen Faktörler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 8-13. [Google Scholar]
  6. Ayranci, H. (1986). 2. Ulusal Eğitim Sempozyumu (Second National Education Symposium). İstanbul, 281. [Google Scholar]
  7. Bahar, M. and Özatlı N. S. (2010). Revealing Students' cognitive structures regarding excretory system by new Techniques. (Öğrencilerin Boşaltım Sistemleri konusundaki Bilişsel yapılarının yeni tekniklerle ortaya konması) Abant İzzet Baysal University Journal. 10(2), 9-26. [Google Scholar]
  8. Brown, D. S. (2000). The effect of individual and group concept mapping on students’ conceptual understanding of photosynthesis and cellular respiration in three different levels of biology classes. Dissertation Abstracts International AADAA-I9970734, University of Missouri, Kansas City. [Google Scholar]
  9. Brush, Stephen G. (1989). History of science and science education. Interchange, 20(2), 60- 70. [Google Scholar]
  10. Chang, T. (1994). Taiwanese students’ epistemological commitments and research knowledge construction (Chinese). Dissertation Abstracts International AAD94-16683, Cornell University, New York. [Google Scholar]
  11. Chrobak, R. (2001). Metacognition and didactic tools in higher education. Proceedings of 2nd International Conference on Information Technology Based Higher Education and Training, Kumamoto, Japan. July 4-6, 2001 [Google Scholar]
  12. Cobern, W.W. (1991). World view theory and science education theory. Monograph of the National Association for Research in Science Teaching (No. 3). Kansas State University. [Google Scholar]
  13. Evren, A., & Sülün, Y. (2010). The effect of teaching animal physiology through “V- Diagrams” on students’ success and retention level. Procedia Social and Behavioral Sciences, 2, 4285–4292. [Google Scholar]
  14. Evren, A., Batı, K., & Yılmaz, S. (2012). The effect of using V-diagrams in science and Technology Laboratory teaching on preservice teachers’ critical thinking dispositions. Procedia - Social and Behavioral Sciences. (WCES 2012) 46, 2267 – 2272. [Google Scholar]
  15. Fang, Z. (1996). A review of research on teacher beliefs and practice. Educational Research, 38, 47-65. [Google Scholar]
  16. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading MA: Addison-Wesley Publishing. [Google Scholar]
  17. Fox, R. (2007). Gowin's Knowledge Vee and the Integration of Philosophy and Methodology: A Case Study. Journal of Geography in Higher Education, 31(2), 269-284. [Google Scholar]
  18. Freeman, L. A., & Jessup, L. M. (2004). The power and benefits of concept mapping: measuring use, usefulness, ease of use, and satisfaction. International Journal of Science Education, 26(2), 151-169. [Google Scholar]
  19. Luft, J. A. & Roehrig, G. H. (2007). Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 11(2), 38-63. [Google Scholar]
  20. Meriç, G. (2003). Bir Değerlendirme ve Laboratuar Aracı Olarak V-Diyagramı’nın Tarihi ve Fen Eğitimine Sağlayacağı Katkılar Üzerine Bir inceleme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(13), 136-149. [Google Scholar]
  21. Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (Eds.) (2000). Assessing science understanding: a human constructivist view. San Diego, California, London: Academic. [Google Scholar]
  22. Nakiboğlu, C., & Meriç, G. (2000). Genel Kimya Laboratuvarlarında V-Diyagramı Kullanımı ve Uygulamaları. BAÜ Fen Bilimleri Enstitüsü Dergisi, 2(1), 58-75. [Google Scholar]
  23. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328. [Google Scholar]
  24. Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press. [Google Scholar]
  25. Novak, J.D. (1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101. [Google Scholar]
  26. Novak, J. D. & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Technical Report IHMC Cmap Tools 2006-01, Florida Institute for Human and Machine Cognition, 2006, available at: http://cmap.ihmc.us/publications/ResearchPapers/TheoryUnderlyingConceptMaps.pd f. [Google Scholar]
  27. Özsoy, N. (2004). Using Concept Maps and Vee Diagrams as a Teaching and Learning Tool on the Unit of Functions. Gazi Education Faculty Journal. 24(2), 15-24. [Google Scholar]
  28. Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review Of Educational Research, 62(3), 307-332. [Google Scholar]
  29. Passmore, G. G. (1998). The effect of Gowin's Vee Heuristic diagramming and concept mapping on meaningful learning in radiation science classroom and laboratory. Doctor of Philosophy Theses , The Faculty of the Graduate School, University of Missouri-Columbia. Proquest Dissersations and Theses. [Google Scholar]
  30. Piaget, J. (1977) The development of thought: Acquisition of cognitive structures (New York: Viking Penguin). [Google Scholar]
  31. Pine, K. Messer, D. and St.John, K. (2001). Children’s Misconceptions in Primary Science: A Survey of Teachers' Views. Research in Science and Technological Education, 19(1), 79 – 96. [Google Scholar]
  32. Pittman, D. B. (2002). A study examining the role of teacher beliefs and how these beliefs affect the teaching of mathematics. Dissertation Abstracts International AADAA- I3041385, George Mason University. [Google Scholar]
  33. Posner, G.J., Strike, K.A., Hewson, P.W. and Hewson, A.G.W., (1982) Accommodation of scientific conceptions: towards a theory of conceptual change. Science Education, 66, 211-227. [Google Scholar]
  34. Ramahlape, K. (2004). Effect of Vee-Diagramming on Grade 10 Township Learners' Understanding of Some Electrical Concepts. M. Ed., University of Western Cape, South Africa. [Google Scholar]
  35. Raths, J. (2001). Teachers' Beliefs and Teaching Beliefs. Early Childhood Research & Practice, 3(1), Retrieved November 10, 2013, from http://ecrp.uiuc.edu/v3n1/raths.html. [Google Scholar]
  36. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102- 119). New York: Macmillan. [Google Scholar]
  37. Rokeach, Milton. (1968). Beliefs, attitudes, and values. San Francisco: Jossey-Bass. Roth, W. M. (1990). Map your way to a better lab. The Science Teacher, 57(4), 30–34. [Google Scholar]
  38. Swarthout, M. B. (2001). The impact of the instructional use of concept maps on the mathematical achievement, confidence levels, beliefs, and attitudes of preservice elementary teachers. Dissertation Abstracts International, AADAA-I3039531, The Ohio State University, Ohio. [Google Scholar]
  39. Tashakkori, Abbas. and Teddlie Charles. (2010). Handbook of mixed methods in social and behavioral research. California: Sage publications. [Google Scholar]
  40. Thiessen (1993). The Vee diagram: A guide for the problem solving. Online) AIMS Newsletter. Retrieved November 10, 2013, from http : //www.aimsedu.org/puzzle/arrrec/vee.pdf [Google Scholar]
  41. Thoron, A. C., & Myers, B. E. (2011). Impact of Gender, Ethnicity, Year in School, Social Economic Status, and State Standardized Assessment Scores on Student Content [Google Scholar]
  42. Knowledge Achievement When Using Vee Maps as a Formative Assessment Tool, Journal of Agricultural Education Volume 52(1), 85–95. [Google Scholar]
  43. Vosniadou, S. and Ionnides, C. (1998). From conceptual development to science education: a psychological point of view. International Journal of Science Education, 20(10), 1213-1230. [Google Scholar]
  44. Wandersee, J. H. (1990). Concept Mapping and the Cartography of Cognition. Journal of Research in Science Teaching, 27(10), 923-936. [Google Scholar]
Meta
Vol. 10 (1)
Download
Metric
History
Related

Volume 10 Issue 1

February 2014

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.