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  • 8/11/2019 cartoon concept


  • 8/11/2019 cartoon concept


  • 8/11/2019 cartoon concept


  • 8/11/2019 cartoon concept


  • 8/11/2019 cartoon concept


  • 8/11/2019 cartoon concept


  • 8/11/2019 cartoon concept


    Ali Gnay BALIM, Didem INEL, Ertug EVREKLI ve Teoman KESERCIOGLU, The Use of Concept Cartoons inConstructive Science and Technology Education: The Examples About The Subject OfPressure

    Keogh, 1999; Nunes and McPherson, 2003). The main features of the constructivistapproach can be summarized as follows (Fox, 2001):

    1. Learning is an active process2. Knowledge is constructed rather than passively taken by learners3. Knowledge is constructed, not discovered.4. All knowledge is individual.5. All knowledge is constructed in social environment.6. Learning is the process of understanding real world.According to constructivists, knowledge is actively constructed by learners trying toattribute meaning to their experience by taking necessary information from outside (Tezciand Dikici, 2003; Yurdakul, 2005). Hence, constructivism requires that learnersshouldtake more responsibilities in the learning process (Kili, Karadeniz and KarataC,2003;

    Akar and Yildirim, 2004). At the same time, constructivist approach causes a change inthe tasks of teachers. The tasks of the teacher in the constructivist approach aresignificantly more difficult than in the classical one which is used traditionalmethods andtechniques; because guidance must be based on the understanding of each studentscurrently existing cognitive structures (Ben%Ari, 2001).

    Constructivism emphasizes development of learnersability in solving their real lifeproblems. Most studies show that learning depends on the interaction and participation

    of students in the learning process (Terwel, 1999; Huang, 2002). So, it is thought that theuse of concept cartoons facilitating students to enquire and discuss different opinions bypresenting daily life problems is of great significance in the constructivist approach.Therefore, in this study, it is aimed to discuss the effects of concept cartoonsin theconstructivist approach and give the examples related to the use of concept cartoons inscience education.


    Concept cartoons developed by Brenda Keogh and Stuart Naylor in 1990s are a visualtool expressing scientific problems about daily life through character cartoon style andpresenting different views related to these problems (Keogh and Naylor, 2000; Naylor,Downing and Keogh, 2001; Stephenson and Warwick, 2002; Coll, France and Taylor,2005). The concept cartoons use cartoon style format to represent a discussion dialogue

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    between the characters (Keogh and Naylor, 2000). Concept cartoons have two or morecaricatured characters. Characters discuss a problem about daily life. This toolfinds outlearnersideas through discussion and aims to encourage argument (Keogh and Naylor,1996). In concept cartoons, the opinion accepted scientifically and the alternative opinionwhich is closer to this take part together and these opinions are presented withcharacters in a poster (Stephenson and Warwick, 2002; Kabapinar, 2005; Ekici, Ekiciand Aydin, 2007). The purpose of concept cartoons is to provide stimulus for thinking,since the original cartoons do not necessarily have a single correct answer. (Martinez,2004). The use of dialogues creates the opportunity to present alternative ideas,including one or more views scientifically acceptable (Keogh and Naylor, 1999b).Concept cartoons are cartoon style drawings designed as a stimulus to question,tointrigue, to provoke discussion and to generate scientific thinking. Concept cartoons

    provide a range of viewpoints and are based on the constructivist approach (LongandMarson, 2003).

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    XIII.IOSTE Symposium, The Use of Science and Technology Education for Peace andSustainable Development.September 21#26, 2008, Ku(adasi / Turkey

    In concept cartoons, according to Keogh, Naylor and Wilson (1998); Keogh and Naylor,(1999a);

    It should be used minimal amounts of text, so that they are accessible and invitinglearners (of any age) with limited literacy skillsScientific ideas are applied in everyday situations, so that learners are challenged tomake connections between the scientific and everydayThe alternative ideas put forward are based on research that identifies commonareas of misunderstanding, so that learners are likely to see many of the alternativesas credibleThe scientifically acceptable viewpoints will be included amongst the alternativ

    esThe alternatives put forward all appear to be of equal status, so that learnerscannotwork out which alternative is correct from the context.

    How does water comeour home?I think they set upwater stores to highplaces on townWe can take waterfrom well. If so, how

    do this happen?AycanMuratAydinWhat do you think about thiscartoon?:

    Who puts forward the true idea

    about this prob

    How can Aydinsparents takewater from well?

    Figure 1. The concept cartoons about "How does water out of a tap?

    The concept cartoons are easy to use in the classroom (Keogh and others, 2001).Concept cartoons can be used to access a personsidea (Dabell, 2004). Firstly, thecartoon is read by students and this question is asked to them In your opinion, whichcharactersidea is correct?, What do you think about it?and Why do you advocatethis idea?. Then, students are encouraged to discuss and try to solve the existin

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    g dailylife problem.

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    Ali Gnay BALIM, Didem INEL, Ertug EVREKLI ve Teoman KESERCIOGLU, The Use of Concept Cartoons inConstructive Science and Technology Education: The Examples About The Subject OfPressure

    Ali, Selim and Veli set up themechanism in a science experimentin the cartoon., They are discussingon how the liquid level will changein the other straw, if Selim blowsinto the straw strongly. Would youThere is a problem. WATERSTRAWThe liquid levelincreasesThe liquid leveldecreasesLets try doing anexperiment!like to participate in this


    Opinion and its reasons about thisproblem :

    In your opinion, If Selimblows from pipette moreharder, how does the liquid

    level change?

    Figure 2. The work sheet about concept cartoons

    Concept cartoons have been used in various ways and diverse situations to teachscience, to assess pupilslevels of understanding of scientific matters, to engagedisaffected teenagers in scientific discussion and to stimulate interest in sciencequestions in museums and other exhibition centers (Keogh, Naylor and Wilson, 1998).

    There is a problem

    Ali, Veli and Selim put water inutube. Tap is closed.Afterwards, they discuss if the

    tap is turned on, how will liquidlevel change to the right or left?.Would you like to participate inthis argument?

    Your opinions and reasons about this topic :


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    In your opinion, if a point of u

    tube was closed and tap was


    turn off in this picture, whatwould happen?

    TAPFigure 3. Concept cartoon about "the equalization of liquid level in Utube


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    XIII.IOSTE Symposium, The Use of Science and Technology Education for Peace andSustainable Development.September 21#26, 2008, Ku(adasi / Turkey

    It is known that this argument, enquiry and participation of students to learning processare of great importance in respect to constructivist approach. According to Naylor,Downing and Keogh, (2001), the concept cartoons appear to be an effective stimulus fora form of argumentation in primary sciences. Therefore, it is supposed that theuse ofconcept cartoons in science education enable students to participate in learningprocessencourage the enquiry of their knowledge and discuss various ideas about the subject inthese cartoons. As a result, the use of concept cartoons in science education isthoughtto provide the active learning environment by focusing studentsattention on thelesson(Balim, nel and Evrekli, 2008).


    In recent years, the studies about technique, methods and tools providing students toparticipate in learning process and related to constructivist approach have beenmade.One of the so called tools is concept cartoons. Cartoons can be used in teachingandlearning in various situations (Naylor and Keogh, 1999b). Concept cartoons appear to bean effective stimulus for a form of argumentation in primary science (Naylor, Downingand Keogh, 2001). Generally, concept cartoons in science education can be used as


    To solve and determine studentsmisconceptions

    To provide the active participation of students in the learning process

    To create the discussion environment

    To connect relations and links amongst subjects taking part in science and

    technology subjects

    To remind the existing knowledge of students

    To enable students to express their idea

    Concept Cartoon is a visual tool using a caricature format so that problems of d

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    aily lifeare able to arouse the interest of students. These tools are designed as a stimulus toprovide scientific thinking, to encourage argument and to arouse interest (LongandMarson, 2003). As a result, it is thought that concept cartoons in constructivescienceeducation can enable contribution to students in their learning by inquiring their existingknowledge and increasing the participation of students to the process.


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