Effectiveness of Teaching via Concept Cartoons from the Point of View of Constructivist Approach
Resumen
In this study, concept cartoon approach is introduced as a teaching and learning approach, which took account of constructivist views on learning in science. Also, a number of concept cartoons were created and used in various primary science classes in an attempt to find out the potential benefits of teaching via concept cartoons.
First, a number of case studies were conducted in different primary science classes (4th and 5th grades) to study concept cartoons effectiveness. Students ideas were determined both individually via written probes and during classroom interactions.
The results of the case studies indicated that the concept cartoons were effective for finding out students ideas without being affected by the ideas of others. Secondly, a number of case studies were conducted to determine the effectiveness of concept cartoon teaching. Results showed that concept cartoon teaching was effective in creating focused discussions where reasoning behind students misconceptions could be uncovered, especially via teachers thought-provoking questions. It was also found that the method was effective in providing a purpose for investigation as long as the context lies itself for an investigation. Lastly, two experiments were designed
to answer the question of how effective concept cartoon teaching for remedying students misconceptions was. For this reason, students ideas were determined before and after the teaching. The results of these experiments indicated that teaching via concept cartoons was effective in remedying the misconceptions. It needs to be emphasized that the success of teaching does not only stem from the concept cartoons itself as a teaching material but it also stems from the quality of classroom interactions during the discussion and investigation phases of the teaching.
First, a number of case studies were conducted in different primary science classes (4th and 5th grades) to study concept cartoons effectiveness. Students ideas were determined both individually via written probes and during classroom interactions.
The results of the case studies indicated that the concept cartoons were effective for finding out students ideas without being affected by the ideas of others. Secondly, a number of case studies were conducted to determine the effectiveness of concept cartoon teaching. Results showed that concept cartoon teaching was effective in creating focused discussions where reasoning behind students misconceptions could be uncovered, especially via teachers thought-provoking questions. It was also found that the method was effective in providing a purpose for investigation as long as the context lies itself for an investigation. Lastly, two experiments were designed
to answer the question of how effective concept cartoon teaching for remedying students misconceptions was. For this reason, students ideas were determined before and after the teaching. The results of these experiments indicated that teaching via concept cartoons was effective in remedying the misconceptions. It needs to be emphasized that the success of teaching does not only stem from the concept cartoons itself as a teaching material but it also stems from the quality of classroom interactions during the discussion and investigation phases of the teaching.
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