The Use of Concept Cartoons in Overcoming The Misconception in Electricity Concepts

Year 2023, Volume: 10 Issue: 1, 310 - 329, 30.01.2023

Laı Chın Sıong , Ong Yunn Tyug , Fatin Aliah Phang , Jaysuman Pusppanathan

https://doi.org/10.17275/per.23.17.10.1

Cited By: 2

Abstract

Electricity is a very important concept in learning Physics. Mastering this concept can make learning Physics meaningful and relatable to real life problems. However, literature indicates that students have poor conceptual understanding of concepts about electricity. The current research aims to improve Form 5 (aged 17 years) students’ understanding of direct current circuits by using Concept Cartoons Worksheets. Concept Cartoons are A single-group pre-test/post-test investigation was carried out using seven Concept Cartoons Worksheets designed to address common conceptual misconceptions about direct current circuits with a total of 30 physics student participants. The seven Concept Cartoons were modified based on the Concept Inventory Test “Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). Concept Cartoons Worksheets were used to correct students’ misconceptions about direct current circuits and to increase their level of conceptual understanding. The data collected were analysed quantitatively to obtain percentages, means, and t-test values. The descriptive statistics showed an increase in the level of student’s conceptual understanding after the use of Concept Cartoons. The t-test analysis reported that the difference was significant. The results show that Malaysian students do have misconceptions about electricity concepts. However, Concept Cartoons Worksheets are effective to overcome students’ misconceptions about electrical concepts, specifically toward current circuits. Concept Cartoons are not only effective in overcoming misconceptions among students, they are also refreshing and unique because of the cartoons presented while relating to Physics concepts that are abstract.

Keywords

Concept cartoons, Collaborative learning, Misconceptions in DC circuits, Scientific Argumentation

Supporting Institution

Ministry of Higher Education of Malaysia

Project Number

Fundamental Research Grant Scheme (grant number FRGS/1/2019/SSI09/UTM/02/5)

References

• Aydeniz, M., & Ozdilek, Z. (2015). Assessing Pre-Service Science Teachers' Understanding of Scientific Argumentation: What Do They Know about Argumentation after Four Years of College Science? Science Education International, 26(2), 217-239.
• Aydin, G. (2015). The effects of computer-aided concept cartoons and outdoor science activities on light pollution. International Electronic Journal of Elementary Education, 7(2), 142.
• Azzarkasyi, M., Rizal, S., & Kasmawati. (2019). The Identification of Student Misconceptions on the Concept of Electricity Using the CRI Decision Matrix Three Level Test. Asian Journal of Science Education, 1(1), 10-15.
• Berge, M., & Danielsson, A. T. (2013). Characterising learning interactions: a study of university students solving physics problems in groups. Research in science education, 43(3), 1177-1196.
• Birisci, S., 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.
• Borges, A.T., Tecnico, C., & Gilbert, J. (1998). Models of magnetism.International Journal of Science Education,20(3), 361–378.
• Cengizhan, S. (2011). Prospective Teachers' Opinions about Concept Cartoons Entegrated with Modular Instructional Design. Egitim ve Bilim, 36(160), 93.
• de Sá Ibraim, S., & Justi, R. (2016). Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme. International Journal of Science Education, 38(12), 1996-2025.
• Driver, R. (1989). Students’ conceptions and the learning of science. International journal of science education, 11(5), 481-490.
• Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.
• Dupin, J. J., & Joshua, S. (1987). Conceptions of French pupils concerning electric circuits: structure and evolution. Journal of Research in Science Teaching, 24, 791–806.
• Ekici, F., Ekici, E., & Aydin, F. (2007). Utility of Concept Cartoons in Diagnosing and Overcoming Misconceptions Related to Photosynthesis. International Journal of Environmental and Science Education, 2(4), 111-124.
• Engelhardt, P. V., & Beichner, R. J. (2004). Students’ understanding of direct current resistive electrical circuits. American Journal of Physics, 72(1), 98-115.
• Falloon, G. (2019). “Using simulations to teach young students science concepts: An experiential learning theoretical analysis.” Computers and Education, 135, 138-159.
• Fung, D., & Lui, W. M. (2016). Individual to collaborative: guided group work and the role of teachers in junior secondary science classrooms. International Journal of Science Education, 38(7), 1057-1076.
• Gaigher, E. (2014). Questions about answers: probing teachers' awareness and planned remediation of learners' misconceptions about electric circuits. African Journal of Research in Mathematics, Science and Technology Education, 18(2), 176-187.
• Gafoor, K. A., & Shilna, V. (2013). Role of concept cartoons in chemistry learning. Paper presented at the National Seminar on Learning Science by Doing-Sciencing, 5-6 december, KM College of Education, Madampam, Kannur (pp. 9). Kerala, India.
• Greenwald, S. J., & Nestler, A. (2004). r dr r: Engaging students with significant mathematical content from the Simpsons. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 14(1), 29-39.
• Guisasola, J., Almudı́ , J. M., & Zubimendi, J. L. (2004). Difficulties in learning the introductory magneticfield theory in the first years of university.Science Education, 88, 443–464.
• Halim, A., Lestari, D, & Mustafa (2019). Identification of the causes of misconceptions on the concept of dynamic electricity. Journal of Physics: Conference Series, 1280(5), 1-6.
• Hussain, N. H., Latiff, L. A., & Yahaya, N. (2012). Alternative Conception about Open and Short Circuit Concepts. Procedia - Social and Behavioral Sciences, 56:466–473.
• Ingec, S. K. (2008). Use of Concept Cartoons as an Assessment Tool in Physics Education. Online Submission, 5(11), 47-54.
• Kabapinar, F. (2005). Effectiveness of Teaching via Concept Cartoons from the Point of View of Constructivist Approach. Educational Sciences: Theory & Practice, 5(1).
• Kabapinar, F. (2009). What makes concept cartoons more effective? Using research to inform practice. Egitim ve Bilim, 34(154), 104.
• Kaplan, A., & Öztürk, M. (2015). The effect of Concept Cartoons to Academic Achievement in Instruction on the Topics of Divisibility. Mathematics Education, 10(2), 67-76.
• Keogh, B., & Naylor, S. (1993). Learning in science: another way in. Primary Science Review, 26, 22-22.
• Keogh, B., & Naylor, S. (1996). Teaching and learning in science: a new perspective. Paper presented at the Lancaster: British Educational Research Association Conference, September 1996, Manchester Metropolitan University, UK.
• Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446. Keogh, B., Naylor, S., & Wilson, C. (1998). Concept Cartoons: A New Perspective on Physics Education. Physics Education, 33(4), 219-224.
• Lee, L. H., Surif, J., & Cher, H. S. (2015). Malaysian Students' Scientific Argumentation: Do groups perform better than individuals? International Journal of Science Education, 37(3), 505-528.
• Lee, M. S., Kim, H. N. & Yang, I. H. (2019). Elementary school students’ interaction and conceptual change in collaborative scientific argumentation. Journal of Korean Elementary Science Education, 38(2), 216-233.
• Li, J., & Singh, C. (2016). Students’ common difficulties and approaches while solving conceptual problems with non-identical light bulbs in series and parallel. European Journal of Physics, 37(6), 065708.
• Ministry of Education, Malaysia. (2013). Malaysia Education Blue-print 2013: Preliminary Report 2013-2025. Retrieved December 10, 2013, from http://www.moe.gov.my/en/pelan-pembangunan-pendidikan-malaysia2013-2025
• McNeill, K. L., González‐Howard, M., Katsh‐Singer, R., & Loper, S. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudo argumentation. Journal of Research in Science Teaching, 53(2), 261-290.
• Ministry of Education (MOE) (2002). Integrated Curriculum for Secondary Schools Curriculum Specification. Physics Form 4. Kuala Lumpur: Curriculum Development Centre, Ministry of Education.
• Naylor, S., & Keogh, B. (2013). Concept Cartoons: what have we learnt? Journal of Turkish Science Education, 10(1), 3-11.
• Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of research in science teaching, 41(10), 994-1020.
• Osborne, R. J. 1981. “Children’s Ideas about Electric Current.”New Zealand Science Teacher, 29 (1): 12–19.
• Osborne, R. J. 1983. “Towards Modifying Children’s Ideas about Electric Current.”Journal of Research in Science and Technological Education, 1 (1): 73–82.
• Osman, K. (2017). Addressing secondary school students' misconceptions about simple current circuits using the learning cycle approach. Overcoming students' misconceptions in science: Strategies and perspectives from malaysia (pp. 223-242) doi:10.1007/978-981-10-3437-4_12 Retrieved from www.scopus.com
• Pekel, F. O. (2019). Effectiveness of argumentation-based concept cartoons on teaching global warming, ozone layer depletion, and acid rain. Journal of Environmental Protection and Ecology 20(2), 945–953.
• Picciarelly, V., DiGennaro, M., Stella, R. & Conte, E. (1999). A study of university students’ understanding of simple electric circuits. Part I: Current in dc circuits. European Journal of Engineering Education Vol. 16, pp. 41-56.
• Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science education, 66(2), 211-227.
• Rozinah Jamaludin (2012). Training Module Series: Student-Centered Learning (Scl) Approaches For Innovative Teaching. Retrieved from https://cdae.usm.my/phocadownload/cdae-module_1.pdf
• Samková, L. (2017). Concept Cartoons as a representation of practice, in Mathematics Teachers Engaging with Representations of Practice. ICME-13 Monograph (pp 71-93), New York: Springer, in press.
• Sampson, V., & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-472.
• Şengül, S., & Üner, İ. (2010). What is the impact of the teaching “Algebraic Expressions and Equations” topic with concept cartoons on the students’ logical thinking abilities? Procedia-Social and Behavioral Sciences, 2(2), 5441-5445.
• Serttaş, S., & Türkoğlu, A. Y. (2020). Diagnosing students’ misconceptions of astronomy through concept cartoons. Participatory Educational Research, 7(2), 164-182.
• Shipstone, D. M. (1984). “A Study of Children’s Understanding of Electricity in Simple DC Circuits.” European Journal of Science Education, 6 (2): 185–198.
• Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.
• Steininger, R. (2013). How concept cartoons stimulate small-group discourse in upper secondary chemistry classes. ESERA 2013 Conference, Nicosia. 2-7 September. Nicosia, Cyprus, 75-84.
• Stephenson, P., & Warwick, P. (2002). Using concept cartoons to support progression in students' understanding of light. Physics Education, 37(2), 135.
• Taşlıdere, E. (2013). The Effect of Concept Cartoon Worksheets on Students’ Conceptual Understandings of Geometrical Optics. Education and Science, 38 (167): 144–161.