Examining Science Teacher Candidates Views on the Use of Concept Cartoons in the Force and Energy Unit
Abstract
The aim of this research is to determine the views of science teacher candidates regarding the use of concept cartoons in the "Force and Energy" unit. A phenomenological design, which is one of the qualitative research methods, was chosen for the study. The study group consisted of 20 science teacher candidates. A semi-structured interview form, developed by the researchers was used as the data collection tool, and the collected data were analyzed using descriptive analysis and content analysis. According to the research findings, the teacher candidates expressed that concept cartoons and their purposes primarily involve speech bubbles. They identified potential energy as the concept with the highest potential for use in concept cartoon in the force and energy unit. They suggested that concept cartoons should be used during the introduction and elaboration phases of the lesson. Additionally, it was found that teacher candidates should include clear explanations when using concept cartoons and that the Canva program was the most frequently preferred Web 2.0 tool for preparing them. They stated that the advantage of using concept cartoons is their ability to engage students, while the disadvantage lies in the inability to reflect detail. Concept cartoons can also be used in other units to generate interest in the lesson and to eliminate misconceptions.
Keywords
Concept cartoon, force and energy, science teacher candidate, view.
Supporting Institution
TÜBİTAK
Project Number
1919B012304201
Ethical Statement
Ethics committee approval was obtained from XXXXX University Social and Humanitarian Ethics Committee (Tarih: 30.01.2024, Başvuru No: 11)
Thanks
This project was carried out by the first author in the investment of the third author. This study was supported by the TÜBİTAK Scientist Support Programs Directorate (BİDEB) within the scope of the 2209-A University Students Research Projects Support Program 2023, first term, project number 1919B012304201.
References
- References
- Atasoy, Ş., & Akdeniz, A.R. (2007). Whether a test can be developed to determine misconceptions about Newton's laws of motion. Turkish Science Education Journal, 4(1), 45-59.
- Aydın, G. (2015). Effects of computer-aided concept cartoons and outdoor science activities on light pollution. International Electronic Journal of Elementary Education, 7(2), 142-156.
- Balım, A. G., Ormancı, Ü., Evrekli, E., Kaçar, S., & Türkoğuz, S. (2016). Examples of using concept cartoons in science lessons and student and teacher presentations on concept cartoons. Abant İzzet Baysal University Education Faculty Journal, 16(3), 773-791.
- Bilgin, İ., & Geban Ö. (2001). Elimination of misconceptions of high school sophomores on chemical equilibrium by using analogy method. Hacettepe University Journal of Education, 20, 26-32.
- Birişçi, S., Metin, M., & Karakaş, M. (2010). Pre-service elementary teachers’ views on concept cartoons: A sample from Turkey. Middle-East Journal of Scientific Research, 5(2), 91-97.
- Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29(1), 17-34. https://doi.org/10.1002/tea.3660290104
- Büyükkasap, E., & Samancı, O. (1998). Primary school students’ misconceptions about light. Kastamonu Education Journal, 4(5), 109-120.
- Büyüköztürk, Ş., Kılıç- Çakmak, E., Akgün, Ö., E., Karadeniz, Ş., & Demirel, F. (2016). Scientific research methods. (21st Edition). Ankara: Pegem Academy.
- Canpolat, N., & Pınarbaşı, T. (2002). Conceptual change approach in science education-I: Theoretical foundations. Kastamonu Education Journal, 10(1), 59-66.