Teaching physics through contextualized concept cartoons

Roncancio, Jaime Duván Reyes; Romero-Osma, Gloria Patricia; Bustos-Velazco, Edier Hernán

doi:10.14483/23448350.15156

Cited by 3 publications

(2 citation statements)

References 11 publications

(3 reference statements)

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“…While there is a substantial body of cartoons focused on alternative conceptions, research is just emerging regarding their use in the teaching of SSIs (e.g., Atasoy et al, 2020;Evren Yapıcıoğlu & Kaptan, 2017;Pekel, 2019). The structure of concept cartoons means they can be used to scaffold both the development and assessment of student understanding of the complexity inherent in SSIs, including an appreciation of values and possible social actions (Reyes-Roncancio et al, 2019). Teachers can use the cartoon characters to elicit students' knowledge of and orientation to an SSI, and to support them in debating counter arguments using scientific evidence (Cavagnetto & Hand, 2012;Chin & Teou, 2009).…”

Section: Concept Cartoons For Formative and Summative Purposesmentioning

confidence: 99%

Towards science assessment with an orientation to science for societal good

Cowie,

Trask

2022

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In this article, we consider how assessment might reinforce New Zealand curriculum goals of knowing and doing in science for active and informed participation in societies that rely on scientific knowledge to guide decision making. This focus constitutes an orientation towards “sustainable assessment”. Sustainable assessment encompasses the capacities students need to learn lifelong across formal and informal settings, and alerts students to the use of their learning for societal good. Within science education, socioscientific issues (SSIs) have been found to engage students and to support the development of socioscientific reasoning. We focus on perspective-taking as an important dimension of socioscientific reasoning required to assess and operationalise the social and citizenship dimensions of an SSI. Perspective-taking acts as a bridge to the appreciation of other socioscientific reasoning domains such as complexity, inquiry, skepticism, and if and how scientific evidence might contribute to the negotiation and resolution of an SSI. We introduce and discuss two strategies that provide scenarios for students’ learning and demonstration of SSIs reasoning: concept cartoons as making visible student analysis of the complexity inherent in SSIs; and concept mapping as a tool to build representations and explanations of complex SSIs. Both can support integrated formative–summative assessment of perspective-taking across different phases of SSI investigation. Importantly, these scenarios (and others) can be used to support an explicit focus on the what and how of sustainable assessment and learning for societal benefit.

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Section: Concept Cartoons For Formative and Summative Purposesmentioning

confidence: 99%

Towards science assessment with an orientation to science for societal good

Cowie,

Trask

2022

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“…Peserta didik lebih menikmati pembelajaran menggunakan komik yang berdasarkan kehidupan sehari-hari, penyajian yang menghibur dan penggunaan bahasa informal (Özdemir, 2017). Penggunaan komik atau kartun fisika berbasis kontekstual meningkatkan motivasi peserta didik dalam belajar fisika (Reyes-Roncancio et al, 2019). Berdasarkan beberapa hasil penelitian tersebut maka untuk meningkatkan pemahaman konsep peserta didik pada hukum newton dapat dilakukan menggunakan bahan ajar berupa komik fisika yang berbasis pendekatan kontekstual.…”

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Pengembangan bahan ajar komik fisika berbasis pendekatan kontekstual pada materi hukum Newton

Febrianti,

Sinaga,

Feranie

2022

Wah. Pend. Fis.

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The teaching material is a set of tools that is used for learning, which contains materials, methodes, limitations, and how to evaluate systematically to achieve the objective of learning. However, the existing teaching materials are only focused on deliver the materials and the formula without connecting them with everyday phenomena. Moreover, the students show their interest towards the teaching materials in the form of comics which deliver the materials throughout the illustrated storyline. Therefore, this research aims to compile teaching materials in the form of comics about physics based on a contextual approach to the Newton's Law material. The research method is the Research and Development (R&D) with Analysis, Design, Development, Implementation, and Evaluation model. The result of the research can be seen through material validation and media validation which have a value of 83,67% and 84,00% respectively and are declared as very feasible to be used in learning. Based on the result of the increased understanding of the concept that has been done, it is found that the N-gain value is 65,54% which shows that the developed teaching material in the form of comics about physics is average category in order to increase the understanding of the concept. The students gave positive response and showed interest towards this teaching material. The teachers also gave positive response to use this comic as teaching material to support the learning process.

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Using Concept Cartoons to investigate future primary school teachers’ pedagogical content knowledge on addition

Samková

2020

Quadrante

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Teaching physics through contextualized concept cartoons

Cited by 3 publications

References 11 publications

Towards science assessment with an orientation to science for societal good

Towards science assessment with an orientation to science for societal good

Pengembangan bahan ajar komik fisika berbasis pendekatan kontekstual pada materi hukum Newton

Using Concept Cartoons to investigate future primary school teachers’ pedagogical content knowledge on addition

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