Figure 2 Vee diagram for lab on chlorophyll and photosynthesis.
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is applied to the next skill. Gowin (1981) developed the Vee diagram to facilitate problem solving by making more apparent the conceptual and methodological relationships of knowledge and their interconnections in problem solving. Gowin’s Vee focused the objects or events to be observed at the point of Vee. The philosophy, theories, principles, and concepts that lead to the postulation of event at the point are presented on the left-hand side. The right-hand side contains the record of the observation, transformations, and final claims (Figure 1). The Vee diagram was adapted to DIAL(SPS)2 to make explicit the relationships among the science process skills and thereby reduce the complexity of problem solving. Lab background is represented by theory, principles, conceptual schemes, and relevant concepts needed to perform and solve the lab problem successfully. From this background, the problem solver is able to come to a hypothesis that provides a tentative answer to the problem. Background information and the hypothesis are used together with a certain degree of insight to design an experiment that properly accounts for relevant variables. Based upon all of this information, a prediction of the outcome can be made. The experimental event lies at the point of the Vee. On the right side are shown the collection of data, the transformation of that data in a way that compares dependent ‘ig. 3. Student concept map written for lab on chlorophyll and photosynthesis. Fig. 4. Aptitude-treatment interaction between treatment groups and cognitive developmen (TFO) on TIPS posttest. Experimental- and Comparison-Group Pretest and Posttest Means Analysis of Covariance Treatment Effects on Science Process Skills and Cognitive Development with SRA Achievement and TFO Scores as Covariates
