Abstract:

In recent years, V-diagrams have been used as a teaching strategy in constructing the knowledge meaningfully during laboratory applications. The purpose of the study was to investigate the effect of Vee diagrams with learning journals as a laboratory teaching method as regard to the preservice science teachers’ achievement, self-efficacy beliefs and attitudes. The study was conducted longitudinally within the scope of General Biology Laboratory-I and II course offered in Science Teaching Program in the 2009-2010 study years. The study utilized the mix method in which one group pre-post test pre-experimental design was used to compare the effect of application on the participants’ biology lab achievement, science teaching self-efficacy beliefs, and attitudes toward biology while the qualitative data was used to triangulate the results of the study. General Biology Laboratory Achievement Test-I ve II, Science Teaching Efficacy Belief Instrument, and Biology Attitude Questionnaire were used as qualitative data sources. According to the analysis of instruments there was only an improvement on the participant’ course achievement while there were no treatment effects on their science teaching self-efficacy beliefs and attitudes toward biology. On the other hand, qualitative data indicated that the participants practice experiences during the process the extent to which have potential to increase their science teaching efficacy beliefs and attitudes toward biology

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