Laboratory work is often considered an essential component of any science course, yet students seem to experience difficulties in integrating an understanding of concepts gained in lecture with the physical phenomena observed in the laboratory. For this reason, it is necessary to use effective learning strategies in teaching. The V-diagram is a metacognitive learning strategy that guides students’ thinking and learning in the laboratory. V-diagrams help the students to see the relations simultaneously between phenomena observed during laboratory activities and their previous knowledge and also to understand their own knowledge construction process. In this study, as a learning strategy, a V-diagram is introduced as an alternative to the traditional laboratory report with samples prepared by students.

Keywords: V-diagram, learning strategy, biology laboratory