The Effect of using v-diagrams in Science and Technology Laboratory Teaching on Preservice Teachers’ Critical Thinking Dispositions

摘要

The aim of this study was to investigate the effects of V-diagrams in Science and Technology laboratory teaching on preservice teachers’ critical thinking dispositions. In accordance with the purpose, matching only pretest-posttest control group design was used. The study was carried out with 60 teacher candidates enrolled in the Elementary Teacher Program in a state university in Turkey. V-diagrams were used in experimental group, whereas the same teaching activities weren’t implemented in control group. Adapted Turkish version of California critical thinking disposition test (CCTDI-T) which includes six dimensions was used as pre and posttest for determining preservice teachers’ critical thinking disposition levels. In the analysis of the data, frequencies, means, and after verifying its assumptions several ANCOVA analysis were used. The significant difference was observed only in the fourth dimension (self-confidence) of the scale in favor of experimental group. This finding showed that using V-diagrams and routine teaching activities have different effects on preservice teachers’ critical thinking dispositions in science and technology laboratory. In line with the research results, the effect of using of V-diagrams were discussed regarding each dimension of the CCTDI-T and several recommendations were offered accordingly.