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: 1

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)

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