Biyoloji derslerinde kullanılan öğretim yöntemlerinden biri olan laboratuvar yönteminin amacı; öğrencilerin derste gördükleri teorik bilgilerle laboratuvar çalışmalarında gözlemledikleri fenomenler arasında anlamlı ilişkiler kurarak gerçek ve anlamlı öğrenmelerine yardımcı olmaktır. Laboratuvarda anlamlı öğrenmeyi sağlamak amacıyla kullanılabilecek öğretim stratejilerinden birisi de V-diyagramlarıdır. Bu çalışmanın amacı, Biyoloji öğretmenliği 3. sınıf öğrencilerinin, hayvan fizyolojisi laboratuvarı dersi içerisinde yer alan duyu deneylerinin raporlaştırılmasında Vdiyagramı kullanımının öğrenme başarısı üzerine etkisini araştırmaktır. Çalışma grubu, deney (N=14) ve kontrol (N=13) olmak üzere iki gruba ayrılmıştır. Uygulama öncesinde deney grubuna ön-test uygulanmış ve testin The aims of laboratory method that is one of the methods of biology courses are to develop meaningful relations between the theoretical knowledge in courses with phenomena observed in laboratory studies and therefore aid real and meaningful learning. One of the learning strategies used in meaningful learning in laboratories is V-diagrams. The aim of the present study is to investigate the effects of V-diagrams on the learning achievement of sense organs in animal physiology laboratory of third year biology trainee teachers. The subjects were divided into two groups: experimental (N=14) and control (N=13). Before the application, both groups received a pre-test. The results of the test showed nonsignificance between the experimental and control groups (t= 0.369; p= 0.716). The post-test achievement scores of the experimental group using V-diagrams in teaching showed a significant differeV diyagramı, biyoloji eğitimi, laboratuvar öğretimiV diagrams, biology education, laboratory teaching Tam Metin

The aims of laboratory method that is one of the methods of biology courses are to develop meaningful relations between the theoretical knowledge in courses with phenomena observed in laboratory studies and therefore aid real and meaningful learning. One of the learning strategies used in meaningful learning in laboratories is V-diagrams. The aim of the present study is to investigate the effects of V-diagrams on the learning achievement of sense organs in animal physiology laboratory of third year biology trainee teachers. The subjects were divided into two groups: experimental (N=14) and control (N=13). Before the application, both groups received a pre-test. The results of the test showed nonsignificance between the experimental and control groups (t= 0.369; p= 0.716). The post-test achievement scores of the experimental group using V-diagrams in teaching showed a significant differeV diyagramı, biyoloji eğitimi, laboratuvar öğretimiV diagrams, biology education, laboratory teaching Tam Metin