Science Teachers’s and Science Teacher Candidates’s View about Using Cartoon Movies in Science Teaching
Abstract
The aim of this study is to determine the opinions of science teachers and science teacher candidates about using cartoon movies during science instruction. Phenomenology pattern which is a qualitative research method was used in this research. Research was conducted with 52 science teachers and 48 preservice science teachers. Data were collected with an open-ended survey which is created by the researcher. Gained data were analyzed with the content analyze method. As a result of this research, science teachers and preservice science teachers stated that both cartoon films and cartoon characters have a significant effect on children, help concretize the science subject and help permanent learning. It was also emphasized that it could create an enjoyable learning environment by attracting students’ attention. Participants stated that using cartoon movies can be beneficial at the beginning of the lesson. In addition, the solar system and planets, systems, space, force and motion were presented as the most appropriate science topics in which cartoons can be used. The most given example cartoons are Tom and Jerry, Smurfs, Popeye, Jetsons, SpongeBob and Rafadan Crew. 87 of the 98 participants who participated in the study indicated that cartoons could be used during science teaching. On the other hand, some science teachers and preservice science teachers indicated that the use of cartoon movies in science lesson can lead to distraction, loss of time and deviation from the purpose of the subject. Apart from this, the participants stated that they want to design educational-instructional, entertaining and remarkable cartoons.
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References
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