Concept cartoons: What have we learnt?

Authors

  • Stuart Naylor Millgate House Education, Cheshire-UK
  • Brenda Keogh Millgate House Education, Cheshire-UK

DOI:

https://doi.org/10.36681/

Keywords:

Concept Cartoons, Engagement, Learning, Misconceptions

Abstract

Concept Cartoons were created approximately 20 years ago. Since then research and feedback from teachers and students has led to a variety of improvements in the format and presentation of Concept Cartoons. Sets of Concept Cartoons have been developed for classroom use. For several years Keogh and Naylor’s ground-breaking research provided the only evidence for how Concept Cartoons can be implemented in the classroom and what the impact of Concept Cartoons can be. More recently a wide range of researchers have added to that research base. This article sets out the major developments in the nature and format of Concept Cartoons. It identifies some of the major implications for teaching and learning, including using them to promote cognitive conflict and argumentation, using them for formative assessment, challenging misconceptions and enhancing motivation and engagement. It also identifies some aspects of teacher professional learning, including implementing constructivist approaches, developing pedagogic subject knowledge, and promoting change in professional practice. Some future developments in Concept Cartoons are suggested.

Downloads

Download data is not yet available.

References

Birisci, P., Metin, M. & Karakas, M. (2010). Pre-service elementary teachers’ views on concept cartoons: a sample from Turkey. Middle East Journal of Scientific Research, 5(2), 91-97. Available at http://www.idosi.org/mejsr/mejsr5(2)./7.pdf

Chin, C. & Teou, L.Y. (2009). Using concept cartoons in formative assessment: scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332.

Chin, C. & Teou, L.Y. (2010). Formative assessment: using concept cartoons, pupils’ drawings and group discussions to tackle children’s ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115.

Dabell, J., Keogh, B & Naylor, S. (2008). Concept Cartoons in mathematics education. Sandbach: Millgate House.

De Lange, J. (2009). Design based research: the use of Concept Cartoons in Flemish science education – improvement of the tools and effectiveness in learners’ language skills. Paper presented at the ESERA Conference, Istanbul, Turkey. Available at http://www.esera2009.org/fulltextpaper.asp

Dolasir, S (2007). The effect of Concept Cartoons on the conceptual errors of students in elementary science teaching. Unpublished PhD thesis, Ankara University, Turkey.

Driver R., Guesne, E., and Tiberghien, A. (Eds). (1985).. Children's Ideas in Science. Milton Keynes, Open University.

Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1994). Making Sense of Secondary Science: Research into Children’s Ideas. London: Routledge.

Dweck, C. (2000). Self theories: their role in motivation, personality and development. London: Taylor & Francis.

Ekici, F., Ekici, E. & Aydin, F. (2007). Utility of Concept Cartoons in diagnosing and overcoming misconceptions related to photosynthesis. International Journal of Environmental & Science Education, 2, 4,111-124. Available at http://www.ijese.com/V2_N4_Ekicietal.pdf

Gunstone, R. (1988). Learners in science education. In P. Fensham (Ed). Development and dilemmas in science education (Lewes: Falmer)., 73-95.

Kabapinar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory and Practice, 5,1,135-146. Available at http://cimm.ucr.ac.cr/ojs/index.php/eudoxus/article/view/136/137

Keogh, B. & Naylor, S. (1993). Learning in science: another way in. Primary Science Review, 26, 22-23.

Keogh, B. & Naylor, S. (1996). Teaching and learning in science: a new perspective. Paper presented at the BERA Conference, Lancaster, UK. Available at http://www.leeds.ac.uk/educol/documents/000000115.htm

Keogh, B. & Naylor, S. (1997a). Developing children’s ideas: putting constructivism into practice. Paper presented at the ESERA Conference, Rome, Italy.

Keogh, B. & Naylor, S. (1997b). Making sense of constructivism in the classroom. Science Teacher Education, 20,12-14.

Keogh, B. & Naylor, S. (1998). Teaching and learning in science using Concept Cartoons. Primary Science Review, 51,14-16.

Keogh, B. & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4).,431-446.

Millar, L. & Murdoch, J. (2002). A penny for your thoughts. Primary Science Review, 72, 26-29.

Millar, R. (1989). Constructive criticisms. International Journal of Science Education, 11, 587-596.

Naylor, S. & Keogh, B. (1999a)., Constructivism in the Classroom: Theory into Practice. Journal of Science Teacher Education, 10, 2, 93-106.

Naylor, S. & Keogh, B. (1999b). Science on the Underground: an initial evaluation. Public Understanding of Science, 8,1-18.

Naylor, S. and Keogh, B. (2000). Concept Cartoons in Science Education. Sandbach: Millgate House.

Naylor, S. & Keogh, B. (2007). Active Assessment: thinking, learning and assessment in science. School Science Review, 88,325,73-79. Available at http://www.millgatehouse.co.uk/research/active assessment-research-ongoing

Naylor, S. & Keogh, B. (2010). Concept Cartoons in Science Education, 2nd Edition. Sandbach: Millgate House.

Naylor, S., Keogh, B., de Boo, M. & Feasey, R. (2000). Researching formative assessment: concept cartoons as an auditing strategy. In R. Duit (Ed.). Research in Science Education: Past, Present and Future p137-142. Dordrecht: Kluwer. Available at http://books.google.co.uk/books?id=wjF0gYoRhn8C&pg=PA137&lpg=PA137&dq=Keogh,+B.,+Naylor,+S.,+de+Boo,+M.+and+Feasey,+R+(1999).++The+use+of+concept+cartoons+as+an+auditing+tool+in+initial+teacher+training&source=bl&ots=Ukut4YE_6y&sig=g_sBFonmiNGcpPp0roIexTvgA38&hl=en&ei=WOgyTZj1B5a6jAe3q6XDCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CCwQ6AEwAw#v=onepage&q&f=false

Naylor, S., Downing, B. & Keogh, B. (2001). An empirical study of argumentation in primary science, using concept cartoons as the stimulus. Paper presented at the ESERA Conference,Thessaloniki, Greece.

Naylor, S., Keogh, B. & Downing, B. (2007). Argumentation and primary science. Research in Science Education, 37, 17-39.

Naylor, S. & Keogh, B. with Goldsworthy, A. (2004). Active assessment: thinking, learning and assessment in science. David Fulton/Millgate House.

Naylor, S., Keogh, B. & Turner, J. (2011). Changing teacher practice through professional development in formative assessment. Paper presented at the ESERA Conference, Lyon, France. Available at http://www.millgatehouse.co.uk/research/active-assessment-researchongoing Rahmat,

F. A. (2009). Use of concept cartoons as a strategy to address pupils’ misconceptions in primary four science topic on matter. In A. L. Tan, H. M. Wong, & S., Tan (Eds.)., Action research: Empowering my practice in teaching science p11-37. Singapore: National Institute of Education and Science Exploria, East Zone Centre of Excellence for Primary Science.

Sexton, M. (2010). Using concept cartoons to access student beliefs about preferred approaches to mathematics learning and teaching. Paper presented at the MERGA conference, Freemantle, Australia. Available at http://www.merga.net.au/documents/MERGA33_Sexton.pdf

Sexton, M., Gervasoni, A. & Brandenburg, R. (2009). Using a Concept Cartoon to gain access to children’s calculation strategies. Australian Primary Mathematics Classroom, 14, 4, 24-28. Available at http://www.thefreelibrary.com/Sexton,+Matthew%3B+Gervasoni,+Ann%3B+Brandenburg, +Robyn-a1827

Simon, S., Erduran, S. & Osborne, J. (2002). Enhancing the quality of argumentation in school science. Paper presented at the NARST Conference, New Orleans, USA.

Solomon J. (1999). Personal communication.

Stephenson, P. & Warwick, P. (2002). Using concept cartoons to support progression in students’ understanding of light. Physics Education, 37, 2, 135-141.

Turner, J., Smith, C., Keogh, B. & Naylor, S. (2013, in press). Concept Cartoons in English education. Sandbach: Millgate House.

White, R. & Gunstone, R. (1992). Probing understanding. London: Falmer.

Downloads

Issue

Section

Articles

Published

20.05.2024

How to Cite

Naylor, S., & Keogh, B. (2024). Concept cartoons: What have we learnt?. Journal of Turkish Science Education, 10(1), 3-11. https://doi.org/10.36681/

Similar Articles

1-10 of 367

You may also start an advanced similarity search for this article.