Use Of Concept Cartoons Research Articles

Use of concept cartoons within the conceptual change model to address students’ misconceptions in biology: a case study

ABSTRACT As some misconceptions remain persistent, comforting and highly resistant to change, it is imperative to use methods and strategies that are centred around students’ abilities, interests and needs to address those misconceptions. This study investigates the appropriateness of using ‘concept cartoons’ to address misconceptions held by forty grade 9 students on the topic ‘plant nutrition’. A mixed research methodology, using the ‘conceptual change model’ and ‘reflective teaching model’ as underpinning theoretical frames, was used to develop a methodological framework comprising key stages; namely (i) analysis of the literature to identify common misconceptions held by students on plant nutrition, (ii) implementation of a pre-test to identify the most prevalent misconceptions held by the sampled students, (iii) use of concept cartoons within the conceptual change model to clear the identified misconceptions, and (iv) capture of students’ perceptions on the use of a concept cartoon-based strategy to bring conceptual change. The findings showed that the most prevalent misconceptions held by the sampled students were related to photosynthetic pigments, leaf adaptation, definition, raw materials, and the equation of photosynthesis. With more than 80% remediation of misconceptions showcased in this study, the use of concept cartoons within the conceptual change model was found to be appropriate in addressing students’ misconceptions.

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Studies have found that argumentation may lessen students' pseudoscientific beliefs. However, few studies of argumentation have been handled in the context of pseudoscientific beliefs. The purpose of the present study was to examine the influence of concept cartoon-supported issue of demarcation-based scientific argumentation on middle school students’ pseudoscientific beliefs. A pre-test/post-test quasi-experimental design including a control group was employed. Participants were 22 grade 7 Turkish female middle school students sampled from two classes of a single-sex school located at the edge of a southeastern town center in Turkey. When supported by the use of concept cartoons, issue of demarcation-based scientific argumentation significantly reduced the pseudoscientific beliefs with a large effect size and this decrease was retained even after 10 months. In addition, students’ argumentation skills significantly improved. Instructors should offer metacognitive tools in pedagogical approaches along with argumentation to foster middle school students’ argumentation skills and lessen their pseudoscientific beliefs.

The Use of Concept Cartoons in Overcoming The Misconception in Electricity Concepts

Electricity is a very important concept in learning Physics. Mastering this concept can make learning Physics meaningful and relatable to real life problems. However, literature indicates that students have poor conceptual understanding of concepts about electricity. The current research aims to improve Form 5 (aged 17 years) students’ understanding of direct current circuits by using Concept Cartoons Worksheets. Concept Cartoons are A single-group pre-test/post-test investigation was carried out using seven Concept Cartoons Worksheets designed to address common conceptual misconceptions about direct current circuits with a total of 30 physics student participants. The seven Concept Cartoons were modified based on the Concept Inventory Test “Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). Concept Cartoons Worksheets were used to correct students’ misconceptions about direct current circuits and to increase their level of conceptual understanding. The data collected were analysed quantitatively to obtain percentages, means, and t-test values. The descriptive statistics showed an increase in the level of student’s conceptual understanding after the use of Concept Cartoons. The t-test analysis reported that the difference was significant. The results show that Malaysian students do have misconceptions about electricity concepts. However, Concept Cartoons Worksheets are effective to overcome students’ misconceptions about electrical concepts, specifically toward current circuits. Concept Cartoons are not only effective in overcoming misconceptions among students, they are also refreshing and unique because of the cartoons presented while relating to Physics concepts that are abstract.

“Nursing students’ experiences with concept cartoons as an active learning strategy for developing conceptual understanding in anatomy and physiology: A mixed-method study”

AimThe aim of this study was to explore bachelor-level nursing students’ experiences with concept cartoons as an active learning strategy and formative assessment to develop conceptual understanding in anatomy and physiology (A&P). BackgroundMany first-year nursing students struggle to understand central concepts in A&P. Concept cartoons–cartoon characters proposing scientifically acceptable statements and misconceptions combined with an illustration–might facilitate active learning in lectures, overcome misconceptions and promote deep learning. Voting on the most precise statement using a student response system gives formative information about the students’ conceptual understanding. DesignParallel mixed methods design with an emphasis on a qualitative approach. MethodsNine concept cartoons were developed based on former students’ written answers to exam items and applied in lectures at three universities/university colleges. Qualitative data of students’ experiences were collected in three focus group interviews during November 2019, one focus group at each of the three universities/university colleges (n = 5, 8 and 8). A short questionnaire was also applied (n = 343) to all students at the three universities/university colleges. Qualitative data were analysed using qualitative content analyses, whereas frequency analysis and Chi-square statistics were applied for the quantitative data. The study was approved by the Norwegian Centre for Research Data, ref. 779586. ResultsQualitative data analysis indicated that the use of concept cartoons addresses different learning styles and could promote deep learning and enhance the environment for learning. The concept cartoons were also seen as valuable for examination preparation. Regarding potential improvements, more information about concept cartoons, how they were developed and how they were supposed to be used would be beneficial, and the cartoons could be used in a more time-efficient manner during lectures. Quantitative data indicated that most of the students thought that concept cartoons were useful and inspiring in learning A&P, and they would recommend further use to increase their understanding of central concepts. There were no significant differences across sex, age, or entrance qualifications when it comes to the benefits of using concept cartoons in learning A&P. Compared to students born in Scandinavia, a larger proportion of students born outside Scandinavia found the use of concept cartoons inspiring for their learning in A&P. ConclusionsThe use of concept cartoons was appreciated by the students to develop a conceptual understanding in A&P. Most students recommended future use.Registration number: At point of submission put this on title pageTweetable abstract: Concept cartoons are appreciated as an active learning strategy and formative assessment in developing nursing students’ conceptual understanding of anatomy and physiology.

The effect of the use of concept cartoons on students’ success in mathematics (time measurement)

The aim of this study is to determine the effect of the use of concept cartoons on the academic achievements of students in a mathematics course. The model of the research is based on a quasi-experimental design from quantitative research methods and supported by an interview from the qualitative methods. The purpose of qualitative data collected by interviewing teachers is to support quantitative data. For this reason, a triangulation mixed design was used in the research. A total of 67 (35 experimental-32 control) fourth graders constitute the participants of the study. The “time measurement success test” developed by the researchers was used as a data collection tool. In the four-week practice, the experimental group was taught with concept cartoons, and in the control group, lessons were taught taking into account the classic approach. According to the results, a significant difference was determined in terms of the academic achievement in the mathematics course between the experimental group in which concept cartoons were used and the control group in which the classic approach was used.

Effect of Concept Cartoons on Kindergarten Pupils’ Numeracy and Science Performance in Sagnarigu-Tamale, Ghana

This study sought to establish the effect of Concept Cartoons on Kindergarten Pupils’ Numeracy and Science Performance at a demonstration primary school in Sagnarigu-Tamale, Ghana using the experimental research design. The population of the study was 100 KG-2 A and B Pupils in the school. A purposive sampling technique was used to select an intact class of 58 pupils that had difficulty in participation and performance in natural science and numeracy. A pre-test was conducted to determine the initial performance of pupils before the intervention that was done through teaching with the support of the concept cartoons. The analysis of the first two objectives involved mean scores and standard deviation. Pre-test and post-test scores were analysed to address the two objectives. The study established that the use of concept cartoons significantly improved the pupils’ achievement in natural science and numeracy lessons. Therefore, the use of concept cartoons as a teaching aid is a powerful approach to improve the performance of pupils in sciences and numeracy. The study recommended that teachers of sciences and numeracy in early primary education ought to use the concept cartoon approach in order to improve the performance of pupils in the su

Concept Cartoon as a Teaching Technique for Conceptual Change: A Ghanaian Junior High School Experience

This study investigated the use of concept cartoons to diagnose and remedy pupils’ misconceptions in selected science concepts. The sample comprised 37 Junior High School (JHS) pupils and one science teacher in Abelemkpe Junior High School in the Greater Accra Region of Ghana. Completed worksheets of pupils on concept cartoons of selected science topics were discussed and analyzed to find out their misconceptions about the concepts under study. Results revealed that pupils had a host of misconceptions on the concepts. During class and group discussions, the pupils had the opportunity to compare their original ideas with the ones in the cartoons. They also listened to their peers’ explanations about the correct science concepts and built on their initial conceptual framework. These enabled the pupils to correct their misconceptions in an interactive environment through concept-cartoon based instruction. The results showed that concept cartoons could be used to determine pupils’ misconceptions of selected science topics to enable appropriate interventions to be designed to address them when possible. Concept cartoon is therefore recommended to be used by JHS teachers to teach science effectively.

Addressing the Poor Performance of Ghanaian Junior High School Pupils in selected science concepts through the use of Concepts Cartoons: A Study of Okai-Koi District, Accra

This study explored the use of concept cartoons to enhance the performance of Junior High School pupils in selected science concepts by using pre and post intervention test. Sample comprised 37 Junior High School pupils and one science teacher in Abelemkpe Junior High School in the Greater Accra Region of Ghana. Concept cartoons are instructional tools designed to generate scientific thinking among learners. Adapted to the 5E instructional model, they can be used at any stage of the learning process to facilitate effective learning of scientific concepts. Completed tests based on five selected science concepts were analyzed using the t-test inferential statistics to establish any significance difference between respondents’ mean scores of the pre and post intervention data. Results revealed that the use of concept cartoons to teach the selected science concepts enhanced the pupils’ cognitive achievement. The concept cartoons affected learners’ academic achievement in positive ways. The pupils were able to construct their own knowledge and made meaning of their everyday experiences. Results of the t-test (t (36)=8.41, p=.000), (t (36)=9.38, p=.000), (t(36)=4.85, p=.000), (t(36)=10.58, p=.000) and (t(36)=11.85, p=.000) indicated a significant difference between the mean scores of the pretest and posttest. This implied that the use of concept cartoon had a positive effect on the cognitive achievement of pupils. It is therefore, recommended that JHS integrated science teachers adopt the use of concept cartoons to teach science effectively and to increase the pupils’ motivation to learn science.

Analyzing the Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements through Flow Maps

In this study, the use of concept cartoons in a particle structure of matter unit was investigated using the flow map of 7th-grade students’ academic achievement. The development of their cognitive structures and thoughts about concept cartoons was analyzed. 27 experimental and 27 control group students who were studying in the 7th grade participated in this research. The model of the study was “pre-test post-test control group model” from the experimental research models. Achievement test and concept cartoons developed by the researcher were used as data collection tools. As a result of this research, it was found that there was a difference between the post-test average scores in favor of the experiment group. The cognitive structures of the students were analyzed by the flow map technique, and there was a significant difference between the pre-test and post-test mean scores of the control group in the obtained data, but there was no significant difference in the correctness parameter. In the experimental group, there was a significant difference in the mean scores of size, integratedness, correctness, and richness parameters. When the opinions of the students on the use of concept cartoon were examined, it was revealed that the cartoons were thoughtful, funny, deficient in information, and different from each other. When the literature was examined, no research investigated the effect of concept cartoons on the academic achievement and cognitive structures of students and tried to reveal the cognitive structures of learners in a concrete way using flow map, which makes this study important.

Concept cartoons as teaching method for argumentation and reflection among teacher students and pupils

The purpose of this research is to investigate Concept cartoons as a teaching method in natural science in teacher education. We explore how Concept Cartoons influence and support the learning of natural science. In recent years, it has become clearer that systematic facilitation of reflection and discussions on a topic increases students’ understanding and learning. In this study, we examined how 29 teacher students experienced the use of concept cartoons in natural science. The empirical data covered two individual reflection notes and a group report including descriptions and reflections on the period of practice. We used qualitative and quantitative methods for analysis. The students experienced a need for learning to argue and to reflect, and they needed both these techniques and central scientific concepts to utilize the Cartoons. Our results show that the Cartoons supported variation in teaching

The Effects of Using Concept Cartoons in Astronomy Subjects on Critical Thinking Skills among Seventh Grade Student

The objective of this study is to research the effects of using concept cartoons in the “Solar System and Beyond” unit, which is included in seventh grade science lessons, on students’ critical thinking skills. The study group consisted of 58 students, selected using an appropriate sampling method, who were students in a state secondary school, which is close to the city centre. The study used a pre-test and post-test matched control group design. During the three-week-long experimental teaching process, the students in the control group (n=30) were taught according to the curriculum of science lessons, while concept cartoons developed by the researchers were used with the students in the experimental group (n=28). The Cornell Critical Thinking Test-Level X (CCT-X), as developed by Ennis & Millman (1989), was used as the data collection tool. The results of the study showed decreases in the critical thinking skills scores of the students in the control group, while a statistically significant difference was found in the critical thinking skills of the students in the experimental group. In addition, a statistically significant difference was observed in favour of the experimental group when comparing the CCT-X scores of the experimental group’s use of concept cartoons and those of the control group’s use of 2013 science curriculum practices. Keywords: Solar System and Beyond, Astronomy Education, Critical Thinking, Concept Cartoons.

The Opinions of Teacher Candidates About The Use of Concept Cartoon in Science and Technology Teaching Courses

In this study, it was aimed to determine the opinions of teacher candidates about the use of concept cartoons in science courses. For this purpose, Konya Necmettin Erbakan University Ahmet Kelesoglu Faculty of Education Classroom Teaching Department 3th grade students were informed about the concept cartoons, science courses were taught by doing activities for four weeks and at the end of this intervention, the interviews were held to determine the opinions of teacher candidates about concept cartoons. Then, twenty students were selected randomly from the sample group who has participated in the study. The analyses of data obtained from the interviews were done through the use of descriptive analyses. As a result, most of the teacher candidates told that they saw the concept cartoons before ; all of the teacher candidates concept cartoons should be used in science and technology teaching, concept cartoons were useful in many respects to them and students; and as they believed the cartoons had a positive-impact on their learning. Keywords: Science and technology teaching, concept cartoons, constructivist approach

Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course

The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students’ perceptions. In terms of this aim, the unit of “Force and Motion” has been taught by concept cartoons and at the end of this period, semi-structured interviews were carried out with 12 elementary school 7th grade students. The interviews have been carried out by giving the students opinion form and interviewing with each of them. Besides, students have kept journals for science and technology course for six weeks. In the study, while opinion form has been analyzed by content analysis, interviews and the student journals have been investigated by descriptive analysis. According to the results that have been attained, students have stated that it was the first time they have encountered concept cartoons and it is necessary to continue using this technique in science and technology course. In addition to this, students have stated that courses taught with concept cartoons are pleasant/enjoyable and there has been deep and long lasting learning. Based on these results, some suggestions have been given for the use of concept cartoons in science and technology courses as a learning technique.

The Effect of Use Concept Cartoons Attitudes of First Grade Elementary Students towards Science and Technology Course

The purpose of this study is to specify the effect of the use of concept cartoons in teaching science and technology in the First Grade of Elementary Education attitudes of elementary students towards the science and technology course. Pre-test and post- test, and a quasi-experimental design without control group were utilized in study. The research was conducted with the fourth and fifth graders in the AytenŞabanDiri and UlubatlıHasan elementary schools (76 students) located in the Ankara province in spring term of the 2009–2010 academic year. study,has15-item 5 point likert “Attitude Scale for Science” prepared by Geban et al., (1994) was used as pre-test and post-test. At the end of the study a significant difference was determined in favor of post-test scores between pre-test and post-test scores of the attitude of elementary education students towards the science course.

Assessment of concept cartoons: an exemplary study on scoring

The present study on the use of concept cartoons for assessment purposes aimed to present exemplary applications about developing a concept cartoon test, planning for a scoring key and the analysis process. For this purpose, a concept cartoon test was developed including six concept cartoon questions about photosynthesis and respiration in plants. This test was applied to 192 science and technology teacher candidates in the 2009-2010 academic years. The data obtained from the study were analyzed using a scoring key developed by the researchers. Moreover, the study attempted to explain how the scoring key is used through examples about the analysis process and scoring criteria. The study results suggest that the scoring key developed by the researchers can be used in the assessment process for concept cartoons.

Using concept cartoons to support progression in students'understanding of light

The use of concept cartoons in support of theconstructivist view of learning is reviewed, and two particularexamples are given to show they can help students'understanding of the formation of shadows.

Concept cartoons, teaching and learning in science: an evaluation

Concept cartoons were created in an attempt to develop an innovative teaching and learning strategy which took account of constructivist views on learning in science. The nature and development of concept cartoons is described. The article reports the results of an evaluation of the use of concept cartoons in a range of teaching situations. Data sources were teachers, student teachers and pupils across the primary and secondary age ranges. The data indicate that the response of teachers and learners to the concept cartoons was generally highly positive. Suggestions are put forward for possible mechanisms by which the concept cartoons might be effective.