Abstract
<p style="text-align:justify">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.</p>
Highlights
In courses such as science, biology, physics and chemistry which contain a lot of abstract concepts, it is extremely important for students to learn by discovery in order to achieve meaningful learning
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
When we examine the findings relating to this question, we see that a large majority of the teacher candidates stated that they would prefer to use V diagrams when they become teachers because they are materials that allow permanent retention and that they find them successful in terms of evaluation of students, whereas a small number of students argued that they would not use V diagrams as they are not suitable for the age group
Summary
In courses such as science, biology, physics and chemistry which contain a lot of abstract concepts, it is extremely important for students to learn by discovery in order to achieve meaningful learning. On the other hand, must first develop a sense of curiosity and embark on the process of learning by discovery by asking questions about the subject. This is so much so that even in the most ideal learning environments, successful results will not obtained if students do not learn how they learn (Calais 2009). It is extremely important in learning by discovery that students should enjoy doing science, making meaningful explanations, forming/collecting evidence and participating actively in the process of doing science ( LeBlanck, Cavlazoglu, Scogin & Stuessy 2017). What is expected of laboratory activities is to ensure that students turn laboratories into genuine learning environments by making meaningful connections between the theoretical information learned in classes and what they observe during laboratory work (Meric & Nakiboglu 2000)
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