摘要：Based on the above mentioned significance of using Vee diagram applications in laboratories, the answer to the question, “Does using Vee diagrams in selected topics in laboratories contribute to education and instruction as well as meaningful learning?” is explored. In the study, the “concept mapping” and the 16-item scale used to identify “attitudes towards the use of Vee diagrams” developed by Okebukola (1992) and “attitude scale towards chemistry laboratory” developed by researchers were used to seek answers to the following questions:“What are students’ attitudes towards chemistry laboratories?”“What are their attitudes towards the utilization of concept maps and Vee diagrams?”“Does using Vee diagrams contribute to student success?"“Do the attitudes of students towards chemistry laboratories and towards the utilization of concept maps and Vee diagrams correlate?“Is there a relation between their attitudes towards chemistry laboratories, towards the use of Vee diagrams and their success?Making students comprehend Vee diagrams, implementing Vee diagram applications for various chemistry experiments done in fundamental chemistry laboratories, providing the necessary tools to eliminate the possible challenges that students may encounter as they are preparing Vee diagrams, and identifying whether Vee diagrams contribute to conceptual teaching are among the objectives of this study.
