Abstract
In this study, the impact of concept cartoons on students’ academic achievement in science lessons was investigated. The research was carried out in 2018-2019 spring term. The study group consisted of 49 4th grade students in Zonguldak Devrek ÇaydeÄŸirmeni TOKÄ° Primary School. 23 of the students were in the experimental group, and 26 of them were in the control group. Quasi-experimental design with pretest and posttest control group was employed in the study. The unit “The Earth Crust and Movements of The Earth” was taught with concept cartoons to the experimental group students, and with conventional method (current instructional program) to the control group students. The research lasted for 4 weeks. The students in the experimental and control groups received 12 h of education (3 h per week). Achievement test and concept cartoons were used as data collection tools. Arithmetic mean, standard deviation, normality test, KMO test and independent groups t-test were used for data analysis. A statistically significant difference was found between academic achievements of experimental group students on whom instruction was made with concept cartoons and of control group students on whom instruction was carried out with conventional method. The difference was in favor of the experimental group students. Key words: Science, concept cartoons, conventional method, academic achievement, experimental group, control group.
Highlights
IntroductionThe studies in the area of education and training have always tried to find answer to this question: How can people learn better and more ?
The studies in the area of education and training have always tried to find answer to this question: How can people learn better and more ? While searching answer to this question, new instructional theories, approaches, methods and techniques were obtained
The study group consisted of 4th grade students studying at Zonguldak Devrek Çaydeğirmeni TOKİ Primary School in the second semester of 2018-2019 academic year. 49 students, 23 of whom were appointed to the experimental group and 26 of whom were appointed to the control group, were included in the study
Summary
The studies in the area of education and training have always tried to find answer to this question: How can people learn better and more ? While searching answer to this question, new instructional theories, approaches, methods and techniques were obtained. Scientific knowledge obtained in the area of education is a result of these studies. Information about how people can learn better has not been found yet. Final changes in curriculum have promoted students to be active in education. Reaching knowledge and constructing it in mind have been missions of students whereas teachers have taken the role of guiding students. Constructivist approach was adopted while making changes on Science curriculum in Turkey (MEB, 2005). According to constructivist approach, learning is shaped with regard to individual’s prior knowledge, his/her personal characteristics and learning environment (Özmen, 2004).
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