Usage of Concept Cartoons in Teaching of Heat-Temperature Topic

Abstract

Misconceptions are common problems in chemistry education for teachers and students. These non-scientific ideas are reflecting students’ not consistent ideas, biases and daily-life experiences. This situation is an obstacle for students to learn chemistry topics. In the research, concept cartoons, which are intended to give information about heat and temperature subject, are used to get rid of misconceptions. Sample of the research is 35 students who are enrolled Elementary Science Education at Bent Ecevit University in 2010-2011. Heat and temperature concept test (HTCT) was used as data collection tool, which was developed by Başer (1996). Alpha Croanbach coefficient of test was 0.71. HTCT is not only developed to measure achievement but also to identification of misconceptions. The test consist of 19 multiple choice questions items and it can be used to detect 15 common misconceptions related to heat and temperature topic. Concept cartoons are used by some researchers in teaching heat and temperature concepts. (Keogh and Naylor 1999, Ekim 2007, Demir 2008). In the application of concept cartoons appropriate usage of the concepts are observed. Also the fact that observed, concept cartoons are helpful in transformation of misconceptions to scientific ideas