Analyzing The Effects Of Concept Cartoon Usage On 7. Grade Students’ Science Achievement

Author(s):

Özge Ceylan(presenting / submitting)

Conference:

ECER 2017

Network:

27. Didactics - Learning and Teaching

Format:

Paper

Session Information

27 SES 05 C, Innovative Approaches to Learning and Teaching

Paper Session

Time:

2017-08-23

13:30-15:00

Room:

K3.06

Chair:

Mylène Ducrey Monnier

Contribution

Concept cartoons were discovered in 1992 by Keogh and Naylor. In its early days of use, it has developed and passed through many stages. The draft concept cartoons predecessor contained only one character and one misconception, which was challenging for the students. After this point, it was decided to add multiple characters' dialogues and conceptual misconceptions to the cartoons. Dialogues have created opportunities for alternative, acceptable viewpoints and ideas to emerge (Keogh and Naylor, 1999).

Concept cartoons are designed to be drawing, cartoon-like, stimulating against a question, able to create arguments and produce scientific knowledge (Long ve Marson, 2003) and they are "cognitive drawings" or "visual disagreements" that use cartoon-like drawings. Concept cartoons are more effective when applied to mixed talented student groups (Dabell, 2008). Many researchers (Özüredi, 2009; Eroğlu, 2010; Evrekli and Balım 2010; Dereli, 2008; Balım and others, 2008; Özalp, 2006; Burhan, 2008; Ayyıldız 2010; Tokcan and Alkan 2010; Özün Kılıç, 2010; Erdağ, 2011) has increased academic success in teaching.

The purpose of the present study was to examine the effects of concept cartoon usage on students’ academic performance in the context of ‘structure of matter’ theme. In addition to that, students’ views about concept cartoons were analyzed.

Research questions of this study;
1. Is there a statistically significant difference between the achievement pre-test scores of the students in the experimental and control group in the " Structure of Matter" unit?
2. Is there a statistically significant difference between the achievement post-test scores of the students in the experimental group and the control group?
3. What are the views of students in the experimental group on teaching using the concept cartoons?
According to the results of the study, it can be stated that the teaching of concept cartoons is more effective in increasing academic achievement than the current program. It is important to visualize the subjects in the teaching of the science course, which is one of the lessons of learning difficulty. At the same time, concept cartoons seem to be important in terms of attracting attention to important concepts of the subject and providing perseverance in learning concepts.

Method

In this study, semi-experimental design, pretest-posttest control group model was used as the quantitative research design (Karasar, 1999). This researched has been carried out by 27 experimental and 27 control group of 7th grade students in a secondary school in Mamak / ANKARA between 2014 and 2015 educational years. The research model is an experimental model called ‘pre-test and post-test control group model’. Subjects in the control group was carried out according to the current curriculum with 5E models, while in the experimental group an additional lesson hour had been taught for each concept cartoons. In this study, an achievement test which was developed by the researcher and the KR-20 reliability of coefficient was calculated as 0.85 was used and concepts cartoons which was designed by and graphic designer and developed by the researcher were used. The Kolmogorov-Smirnov Test showed that the pre-test scores of the experimental and control groups did not show a normal distribution, and that the results of the analyzes were not normally distributed. For this reason, the Mann-Whitney U Test, which is a non-parametric analysis method, was conducted to compare the pre-test of the academic achievement test experiment-control group. The same procedure experiment-control group was repeated for the post-test comparison and the scores were not normally distributed according to the Kolmogorov-Smirnov Test. The Mann-Whitney U Test was used to compare success post-test scores of the experimental and control groups At the end of the implementation, the comments from the students in the experimental group of concept cartoons were received and they are resolved creating coding in content analysis with qualitative analysis methods.

Expected Outcomes

Mann-Whitney U Test was applied to compare the control and test group's achievement pre-test scores and according to the results of the analysis, there was no significant difference between the control group students and the test group average of achievement pre-test scores (U = 320.00, p> .05). At the end of the 8-week teaching period, thereexperimental and control groups showed no significant difference between the pre-test average s was a significant difference (U = 97.00, p <.05) between the results of the Mann-Whitney U test and the post-test post-test scores of the control group students who were taught using concept caricatures and the current program. As a result of research, cores success and in the final test score of the experimental group was found to be a significant difference in favor of success.When the cartoon concepts for the use of students' opinions are examined, tutorials, cartoon, fun, lack of information determining / reliever and has emerged that they thought it was different.

References

Ayyıldız, N. (2010). Coğrafya Öğretiminde Karikatür Materyali Kullanımının Öğrenci Başarısına Etkisi. Unpublished Master's Thesis. Marmara University, Institute of Educational Sciences Balım, G. A., İnel, D. and Evrekli, E. (2008). Fen Öğretiminde Kavram Karikatürü Kullanımının Öğrencilerin Akademik Başarılarına ve Sorgulayıcı Öğrenme Becerileri Algılarına Etkisi. Elemantary Education Online, 7(1), 188-202. Burhan, Y. (2008). Asit ve Baz Kavramlarına Yönelik Karikatür Destekli Çalışma Yapraklarının Geliştirilmesi ve Uygulanması. Unpublished Master's Thesis. Karadeniz Teknik University, , Institute of Natural Sciences. Dereli, M. (2008). Tam Sayılar Konusunun Karikatürle Öğretiminin Öğrencilerin Matematik Başarılarına Etkisi. Unpublished Master's Thesis. Marmara University, Institute of Educational Sciences Dabell, J. (2008). Using Concept Cartoons. Mathematics Teaching Incorporating Micromath 209, 34-46. Erdağ, S. (2011). İlköğretim 5. Sınıf Matematik Dersinde Kavram Karikatürleri İle Destekli Matematik Öğretiminin, Ondalık Kesirler Konusundaki Akademik Başarıya ve Kalıcılığa Etkisi. Yayımlanmamış yüksek lisans tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü. Eroğlu, N. (2010). 6.Sınıf Maddenin Tanecikli Yapısı Ünitesindeki Kavramların Öğretiminde Öğrenci Ürünü Karikatürlerin Kullanımı. Unpublished Master's Thesis. Sakarya University, , Institute of Natural Sciences. Evrekli, E. and Balım, A. G. (2010). Fen Ve Teknoloji Öğretiminde Zihin Haritası Ve Kavram Karikatürü Kullanımının Öğrencilerin Akademik Başarılarına Ve Sorgulayıcı Öğrenme Becerileri Algılarına Etkisi. Western Anatolia Journal Of Educational Sciences, 1,2, 76-98. Karasar, N. (1999). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık Keogh, B. and Naylor, S. (1999). Concept Cartoons, Teaching and Learning in Science: An Evaluation. International Journal of Science Education, 21(4), 431-466. Long, S. ve Marson, K. (2003). Concept Cartoons. Hands on Science. 19(3). Özalp, I. (2006). Karikatür Tekniğinin Fen ve Çevre Eğitimde Kullanılabilirliği Üzerine Bir Araştırma. Unpublished Master's Thesis. Celal Bayar University, , Institute of Natural Sciences. Özün Kılıç, S. (2010). Hayat Bilgisi Öğretiminde Kavram Karikatürü Yaklaşımının Öğrenci Başarısı ve Tutumuna Etkisi. Unpublished Master's Thesis. Zonguldak Karaelmas Üniversitesi, Institute of Social Sciences. Özüredi, Ö. (2009). Kavram Karikatürlerinin İlköğretim 7. Sınıf Fen ve Teknoloji Dersi, İnsan ve Çevre Ünitesinde Yer Alan “Besin Zinciri” Konusunda Öğrenci Başarısı Üzerindeki Etkisi. Unpublished Master's Thesis. Celal Bayar University, , Institute of Natural Sciences. Tokcan, H. and Alkan, G. (2013). Sosyal Bilgiler Öğretiminde Kavram Karikatürlerinin Öğrenci Başarısına Etkisi. Journal of Kırşehir Education Faculty, 14(2), 1-19.

Author Information

Özge Ceylan (presenting / submitting)

Yıldız Technical University

Education Faculty

istanbul

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