Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course

Abstract

The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7 th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of "Force and Motion" has been taught by concept cartoons and at the end of this period, semi-structured interviews were carried out with 12 elementary school 7 th grade students. The interviews have been carried out by giving the students opinion form and interviewing with each of them. Besides, students have kept journals for science and technology course for six weeks. In the study, while opinion form has been analyzed by content analysis, interviews and the student journals have been investigated by descriptive analysis. According to the results that have been attained, students have stated that it was the first time they have encountered concept cartoons and it is necessary to continue using this technique in science and technology course. In addition to this, students have stated that courses taught with concept cartoons are pleasant/enjoyable and there has been deep and long lasting learning. Based on these results, some suggestions have been given for the use of concept cartoons in science and technology courses as a learning technique.

Reading, Mind Mapping, and Sharing(RMS): Innovation of New Learning Model on Science Lecture to Improve Understanding Concepts

“…This is in line with Imad & Utomo (2012) stating that drawing with symbols and colors is able to make learners feel happier, so that the learners can understand a particular material better. According to Oren & Meric (2014), learning taught by describing concepts can make the students feel happy and motivated in learning that allows them to integrate the topic of science in everyday life. Lee & Pang (2013) states that motivation can improve learning achievement.…”

Χρήση Κινούμενων Σχεδίων Με Τρισδιάστατες Απεικονίσεις, Για Τη Διδασκαλία Των Εννοιών Των Στερεών Και Των Κρυσταλλικών Δομών Τους, Στην Τριτοβάθμια Εκπαίδευση

“…Η χρήση των cartoons επιδρά θετικά στην κατανόηση και την αφομοίωση των εννοιών, τις οποίες παρουσιάζει. Αυτό υποδεικνύει και η έρευνα των Ören & Meriç (2014) τους. Επειδή αναλύθηκε και η σωματιδιακή φύση των διαλυμάτων των οξέων, τα αποτελέσματα αυτής της έρευνας ανέδειξαν ότι οι περισσότεροι φοιτητές επωφελήθηκαν από αυτά.…”

Determining the opinions of physical education teacher candidates about using concept cartoons in education

“…The students are required to provide motivation and the concept cartoons should be presented as a teaching method by linking them with daily events in order to end up teaching with success and it was emphasized that the ideas should be chosen among those which were determined as a result of researches towards students' understanding and that thinking styles should be expressed through short and legible sentences as much as possible and the the style of expressions should have similarities (Morris, Merritt, Fairclough, Birrell and Howitt, 2007;21). It was pointed out that the concept cartoons in educational activities prepared like this would contribute to students' problem solving, crictical thinking, skills to produce scientific thinking and would help to concentrate by making the topic more attractive (Ören & Meriç, 2014). In this context, the main purpose of the study was to determine what kind of contributions will bring when concept cartoons are used in teaching volleyball in physical education lessons.…”

“…Sample events, question-answer activities, stories about the subject and concept cartoons can be included in the enhancement of teaching activities (Özer, 2004;Ören & Meriç, 2014). When different methods, techniques and strategies are necessary to use, concept cartoons play important roles (Roesky & Kennepohl, 2008).…”