Research Article
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Year 2018, , 181 - 187, 15.04.2018
https://doi.org/10.12973/eu-jer.7.2.181

Abstract

References

  • Atilboz, G, N. & Yakisan, M. (2003). V Diyagramlarinin Genel Biyoloji Laboratuari Konularini Ogrenme Basarisi Uzerine Etkisi: Canli Dokularda Enzimler ve Enzim Aktivitesini Etkileyen Faktorler.[ Effects of the V Diagrams on Success of Learning the General Biology Laboratory Topics: Enzymes in Living Tissues and Factors Affecting Enzyme Activity.] Hacettepe University Journal of Education, 25, 8–13.
  • Alvarez, M.C. ve Risko, V.J. (2007). The Use of Vee Diagrams With Third Graders as a Metacognitive Tool for Learning Science Concepts. http://e-research.tnstate.edu/pres/5.
  • Ayas, A., Cepni, S., Akdeniz, A.R. (1994). Fen Bilimleri Egitiminde Laboratuvarin Yeri ve Onemi I: Tarihi Bir Bakis. [The Place of the Laboratory in the Science Education and the Seminar I: A Historical View.] Cagdas Egitim Dergisi, 204, 21-25.
  • Buyukozturk, S., Cakmak, E., Akgun, O., Karadeniz, S. & Demirel, F., (2010). Bilimsel Arastirma Yontemleri. [Scientific research methods]. Ankara: Pegem Akademi.
  • Calais, G.J. (2009). The Vee Diyagram as a Problem Solving Strategy: Content Area Reading/writing Implications. National Forum Teacher Education Journal, 19(3), 1-12.
  • Dogru, M., Selvi, M., Koklukaya, A.& Yildirim, E. (2015).  Fen Bilgisi Ogretmen Adaylarinin bir Olcme Araci Olarak V-Diyagramina Iliskin Gorusleri. [Science teacher candidates' views on V-diagramming as a probing instrument] Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(15),  299-312.
  • Evren, A. (2008). Hayvan Fizyolojisi Konularinin V-diyagrami ile Ogretiminin Ogrenci Basarisina, Hatirda Tutma Duzeyine ve Duyussal Ozelliklerine Etkisi. [The Influence of V-Diagrams of Animal Physiology Subjects on the Student's Primary Basis, Retention, and Sensual Characteristics ]. (master thesis) Mugla University, Fen Bilimleri Enstitusu, Mugla.
  • Ince, E., Guven, E. & Aydogdu, M. (2010). Fen Bilgisi Laboratuar Uygulamalari Dersinde Kavram Haritasi ve V Diyagraminin Akademik Basari ve Kaliciliga Etkisi. [The Effect of V Diagram and The Concept Mapping on Academic Achievement and Paternity in Science Laboratory Practice Course]. Journal of Cukurova University Institute of Social Sciences, 19(2), 378 – 394.
  • Karamustafaoglu, S., Karamustafaoglu, O., & Yaman, S. (2005). Fen ve Teknoloji Egitiminde Kavram Ogretimi. Aydogdu ve T. Kesercioglu, (Ed). Ilkogretimde Fen ve Teknoloji Ogretimi (p.25-54). Ankara: Ani Pub.
  • Karasar, N. (2007). Bilimsel Arastirma Yontemleri [Scientific Research Methods]. Ankara: Atlas Yayin Dagitim.
  • Kirilmazkaya G., & Zengin, F. (2016). Ogretmen Adaylarinin Fotosentez Konusu Hakkinda Kavram Yanilgilarinin Vee Diyagrami Araciligiyla Belirlenmesi ve Bu Araca Yonelik Goruslerinin Tespiti. [Determination of Alternative Concepts on the Photosynthesis Subject of Teacher Candidates by Vee Diagram and Detection of Opinions with This Tool]. Erzincan Universitesi Egitim Fakultesi Dergisi, 18(2).
  • LeBlanc, J.K., Cavlazoglu, B., Scogin, S.C., & Stuessy, C.L. (2017). The art of teacher talk: Examining intersections of the strands of scientific proficiencies and inquiry. International Journal of Education in Mathematics, Science and Technology (IJEMST), 5(3), 171-186.
  • Lebowitz, S. J. (1998). Use of Vee Maps in a College Science Laboratory. University of Arizona, Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Diego, CA, 19-22 April.
  • Luft, J.A., Tollefson, S.J., & Roehrig, G.H. (2001). Using an Alternative Report Format in Undergraduate Hydrology Laboratories.  Journal of Geoscience Education, 49(5), 454-460.
  • Nakiboglu, C., Benlikaya, R. & Karakoc, O. (2001). Ortaogretim Kimya Derslerinde V Diyagrami Uygulamalari. [V Diagram Applications in Secondary Chemistry Courses]. Hacettepe University Journal of Education, 21, 97–104.
  • Nakiboglu, C. & Meric, G. (2000). Genel kimya laboratuvarlarinda V-diyagrami kullanimi ve uygulamalari. Balikesir Universitesi Fen Bilimleri Enstitusu Dergisi, 2(1), 58-75.
  • Nakhleh, M.B. (1994). Chemical Education Research in the Laboratory Environment. Journal of Chemical Education, 71(3), 201-205.
  • Novak, J. D. & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
  • Sarikaya, R., Selvi, M., Selvi, M. & Yakisan, M. (2004). V-diyagramlarinin Hayvan Fizyolojisi Laboratuvari Konularini Ogrenme Basarisi Uzerine Etkisi. [The Impact of V-diagrams on the Basics of Learning the Animal Physiology Laboratory Topics ]. Gazi University Journal of Gazi Educational Faculty, 24(3), 341-347.
  • Sulun, Y., Evren, A., & Sulun, A. (2009). Biyoloji Laboratuvari Uygulamasinda V Diyagrami Kullaniminin Ogrenci Basarisina Etkisi. [Effect of the Use of V Diagrams on Students' Achievement in the Application of Biology Lab.] Erzincan University Journal of Education Faculty, 11(2), 85-98.
  • Tekes, H., Gonen, S. (2012). Influence of V-diyagrams on 10th grade Turkish students’ achievement in the subject of mechanical waves. Science Education International, 23 (3), 268-285.
  • Tortop, H.S., Cicek-Bezir, N., Uzunkavak, M., & Ozek, N. (2007). Dalgalar laboratuarinda kavram Yanilgilarini Belirlemek Icin V-diyagramlarinin Kullanimi ve Derse Karsi Gelistirilen Tutuma Olan Etkisi [Using V-diagrams to Determine the Misconceptions in Waves Laboratory and the Effects of the Developping Attitude towards the Course]. Süleyman Demirel University Journal of Natural and Applied Sciences, 11(2), 110-115.
  • Ozatli, N. S., & Bahar, M. (2010). Ogrencilerin Bosaltim Sistemi Konusundaki Bilissel Yapilarinin Yeni Teknikler ile Ortaya Konmasi. [  The Cognitive Structures of the Students on the Spacial System Problems with New Techniques]. Journal of Abant Izzet Baysal University, 10(2), 9-26.
  • Ozer, B. (2002). Ilkogretim ve Ortaogretim Okullarinin Egitim Programlarinda Ogrenme Stratejileri. [Learning Strategies of Primary and Secondary Schools' Training Programs]. Journal of Educational Sciences & Practice, 1(1), 17-32.
  • Villarreal, M.P., Cano, N., & Gonzales, F. (2015). Knowledge Models as Meaningful and Long Life Learning Alternative for Rare Disease Affected Students. American Journal of Educational Research, 3(1), 100-108.
  • Zhou, G., & Xu, J. (2017). Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science Through Inquiry. International Journal of Education in Mathematics, Science and Technology (IJEMST), 5(3), 235-247.

Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories

Year 2018, , 181 - 187, 15.04.2018
https://doi.org/10.12973/eu-jer.7.2.181

Abstract

This study was conducted within the scope of
the General Biology Laboratory II course, which was taught in the Science
Teaching Department in the Spring semester of the 2016-2017 academic year. The
study group consisted of 40 teacher candidates in their second year in the
Science Teaching Department at a state university in Konya. The purpose of the
study, in which case study design was used, was to determine the views of
teacher candidates concerning the V diagrams used in the General Biology
Laboratory II course. To this end, experiments were conducted for a period of
10 weeks and reports for the experiments were formed by the teacher candidates
in the form of V diagrams. The views of the teacher candidates regarding V
diagrams were collected through open-ended questions and analyzed via content
analysis.

References

  • Atilboz, G, N. & Yakisan, M. (2003). V Diyagramlarinin Genel Biyoloji Laboratuari Konularini Ogrenme Basarisi Uzerine Etkisi: Canli Dokularda Enzimler ve Enzim Aktivitesini Etkileyen Faktorler.[ Effects of the V Diagrams on Success of Learning the General Biology Laboratory Topics: Enzymes in Living Tissues and Factors Affecting Enzyme Activity.] Hacettepe University Journal of Education, 25, 8–13.
  • Alvarez, M.C. ve Risko, V.J. (2007). The Use of Vee Diagrams With Third Graders as a Metacognitive Tool for Learning Science Concepts. http://e-research.tnstate.edu/pres/5.
  • Ayas, A., Cepni, S., Akdeniz, A.R. (1994). Fen Bilimleri Egitiminde Laboratuvarin Yeri ve Onemi I: Tarihi Bir Bakis. [The Place of the Laboratory in the Science Education and the Seminar I: A Historical View.] Cagdas Egitim Dergisi, 204, 21-25.
  • Buyukozturk, S., Cakmak, E., Akgun, O., Karadeniz, S. & Demirel, F., (2010). Bilimsel Arastirma Yontemleri. [Scientific research methods]. Ankara: Pegem Akademi.
  • Calais, G.J. (2009). The Vee Diyagram as a Problem Solving Strategy: Content Area Reading/writing Implications. National Forum Teacher Education Journal, 19(3), 1-12.
  • Dogru, M., Selvi, M., Koklukaya, A.& Yildirim, E. (2015).  Fen Bilgisi Ogretmen Adaylarinin bir Olcme Araci Olarak V-Diyagramina Iliskin Gorusleri. [Science teacher candidates' views on V-diagramming as a probing instrument] Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(15),  299-312.
  • Evren, A. (2008). Hayvan Fizyolojisi Konularinin V-diyagrami ile Ogretiminin Ogrenci Basarisina, Hatirda Tutma Duzeyine ve Duyussal Ozelliklerine Etkisi. [The Influence of V-Diagrams of Animal Physiology Subjects on the Student's Primary Basis, Retention, and Sensual Characteristics ]. (master thesis) Mugla University, Fen Bilimleri Enstitusu, Mugla.
  • Ince, E., Guven, E. & Aydogdu, M. (2010). Fen Bilgisi Laboratuar Uygulamalari Dersinde Kavram Haritasi ve V Diyagraminin Akademik Basari ve Kaliciliga Etkisi. [The Effect of V Diagram and The Concept Mapping on Academic Achievement and Paternity in Science Laboratory Practice Course]. Journal of Cukurova University Institute of Social Sciences, 19(2), 378 – 394.
  • Karamustafaoglu, S., Karamustafaoglu, O., & Yaman, S. (2005). Fen ve Teknoloji Egitiminde Kavram Ogretimi. Aydogdu ve T. Kesercioglu, (Ed). Ilkogretimde Fen ve Teknoloji Ogretimi (p.25-54). Ankara: Ani Pub.
  • Karasar, N. (2007). Bilimsel Arastirma Yontemleri [Scientific Research Methods]. Ankara: Atlas Yayin Dagitim.
  • Kirilmazkaya G., & Zengin, F. (2016). Ogretmen Adaylarinin Fotosentez Konusu Hakkinda Kavram Yanilgilarinin Vee Diyagrami Araciligiyla Belirlenmesi ve Bu Araca Yonelik Goruslerinin Tespiti. [Determination of Alternative Concepts on the Photosynthesis Subject of Teacher Candidates by Vee Diagram and Detection of Opinions with This Tool]. Erzincan Universitesi Egitim Fakultesi Dergisi, 18(2).
  • LeBlanc, J.K., Cavlazoglu, B., Scogin, S.C., & Stuessy, C.L. (2017). The art of teacher talk: Examining intersections of the strands of scientific proficiencies and inquiry. International Journal of Education in Mathematics, Science and Technology (IJEMST), 5(3), 171-186.
  • Lebowitz, S. J. (1998). Use of Vee Maps in a College Science Laboratory. University of Arizona, Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Diego, CA, 19-22 April.
  • Luft, J.A., Tollefson, S.J., & Roehrig, G.H. (2001). Using an Alternative Report Format in Undergraduate Hydrology Laboratories.  Journal of Geoscience Education, 49(5), 454-460.
  • Nakiboglu, C., Benlikaya, R. & Karakoc, O. (2001). Ortaogretim Kimya Derslerinde V Diyagrami Uygulamalari. [V Diagram Applications in Secondary Chemistry Courses]. Hacettepe University Journal of Education, 21, 97–104.
  • Nakiboglu, C. & Meric, G. (2000). Genel kimya laboratuvarlarinda V-diyagrami kullanimi ve uygulamalari. Balikesir Universitesi Fen Bilimleri Enstitusu Dergisi, 2(1), 58-75.
  • Nakhleh, M.B. (1994). Chemical Education Research in the Laboratory Environment. Journal of Chemical Education, 71(3), 201-205.
  • Novak, J. D. & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.
  • Sarikaya, R., Selvi, M., Selvi, M. & Yakisan, M. (2004). V-diyagramlarinin Hayvan Fizyolojisi Laboratuvari Konularini Ogrenme Basarisi Uzerine Etkisi. [The Impact of V-diagrams on the Basics of Learning the Animal Physiology Laboratory Topics ]. Gazi University Journal of Gazi Educational Faculty, 24(3), 341-347.
  • Sulun, Y., Evren, A., & Sulun, A. (2009). Biyoloji Laboratuvari Uygulamasinda V Diyagrami Kullaniminin Ogrenci Basarisina Etkisi. [Effect of the Use of V Diagrams on Students' Achievement in the Application of Biology Lab.] Erzincan University Journal of Education Faculty, 11(2), 85-98.
  • Tekes, H., Gonen, S. (2012). Influence of V-diyagrams on 10th grade Turkish students’ achievement in the subject of mechanical waves. Science Education International, 23 (3), 268-285.
  • Tortop, H.S., Cicek-Bezir, N., Uzunkavak, M., & Ozek, N. (2007). Dalgalar laboratuarinda kavram Yanilgilarini Belirlemek Icin V-diyagramlarinin Kullanimi ve Derse Karsi Gelistirilen Tutuma Olan Etkisi [Using V-diagrams to Determine the Misconceptions in Waves Laboratory and the Effects of the Developping Attitude towards the Course]. Süleyman Demirel University Journal of Natural and Applied Sciences, 11(2), 110-115.
  • Ozatli, N. S., & Bahar, M. (2010). Ogrencilerin Bosaltim Sistemi Konusundaki Bilissel Yapilarinin Yeni Teknikler ile Ortaya Konmasi. [  The Cognitive Structures of the Students on the Spacial System Problems with New Techniques]. Journal of Abant Izzet Baysal University, 10(2), 9-26.
  • Ozer, B. (2002). Ilkogretim ve Ortaogretim Okullarinin Egitim Programlarinda Ogrenme Stratejileri. [Learning Strategies of Primary and Secondary Schools' Training Programs]. Journal of Educational Sciences & Practice, 1(1), 17-32.
  • Villarreal, M.P., Cano, N., & Gonzales, F. (2015). Knowledge Models as Meaningful and Long Life Learning Alternative for Rare Disease Affected Students. American Journal of Educational Research, 3(1), 100-108.
  • Zhou, G., & Xu, J. (2017). Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science Through Inquiry. International Journal of Education in Mathematics, Science and Technology (IJEMST), 5(3), 235-247.
There are 26 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Kadriye Kayacan

Publication Date April 15, 2018
Published in Issue Year 2018

Cite

APA Kayacan, K. (2018). Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories. European Journal of Educational Research, 7(2), 181-187. https://doi.org/10.12973/eu-jer.7.2.181
AMA Kayacan K. Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories. eujer. April 2018;7(2):181-187. doi:10.12973/eu-jer.7.2.181
Chicago Kayacan, Kadriye. “Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories”. European Journal of Educational Research 7, no. 2 (April 2018): 181-87. https://doi.org/10.12973/eu-jer.7.2.181.
EndNote Kayacan K (April 1, 2018) Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories. European Journal of Educational Research 7 2 181–187.
IEEE K. Kayacan, “Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories”, eujer, vol. 7, no. 2, pp. 181–187, 2018, doi: 10.12973/eu-jer.7.2.181.
ISNAD Kayacan, Kadriye. “Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories”. European Journal of Educational Research 7/2 (April 2018), 181-187. https://doi.org/10.12973/eu-jer.7.2.181.
JAMA Kayacan K. Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories. eujer. 2018;7:181–187.
MLA Kayacan, Kadriye. “Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories”. European Journal of Educational Research, vol. 7, no. 2, 2018, pp. 181-7, doi:10.12973/eu-jer.7.2.181.
Vancouver Kayacan K. Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories. eujer. 2018;7(2):181-7.