Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Abstract

Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. Keywords: concept cartoon, informal learning, initial impression, science education.

The Android-based comic of Gajah Mungkur Dam: Improving mathematical representation and critical thinking abilities

“…In terms of the critical thinking ability, the gain score of the experimental class is 0.83 or in the high category, and that of the control class is 0.71 or in the high category. This result is in line with the research by (Atasoy et al, 2020) reporting that the cartoon concept in comics can improve students' argumentation ability, which is one of the indicators of critical thinking skill. Table 12 shows the improvement which is in a high category for both classes, but the gain score of the experimental class is higher than that of the control class.…”

A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues

“…Much research has also inferred that students are insufficiently interested in science learning. Phrased differently, science subjects do not motivate students to 'doing science' and 'learning of science' (Atasoy et al, 2020;Osborne et al, 2003;Stuckey et al, 2013). Unfortunately, students generally see science and science education as 'irrelevant' for themselves and society (Dillon, 2009;Gilbert, 2006;Stuckey et al, 2013).…”

Development of Argumentation Based Concept Cartoons for Socioscientific Issues: A Case of Science and Art Centers

“…Kavram karikatürleri, öğrencilerin fikirlerini ortaya çıkarmalarını, merak duygularını artırmalarını ve anlayışlarını geliştirmelerini sağlayan öğretim araçlarıdır (Naylor ve Keogh, 2013). Kavram karikatürlerinde, öğrencilerin günlük hayatta fen kavramlarını içeren deneyimlerini yansıtan ve genellikle üç veya dört kişinin konuşma kutularındaki metinlerde deneyimlerine yönelik alternatif açıklamalarını karşılıklı olarak ifade ettiği karikatür tarzındaki çizimler yer alır (Atasoy ve Ergin, 2017;Atasoy, Eryılmaz Toksoy ve Çalık, 2020). Kavram karikatürlerinin hazırlanmasında dikkat edilmesi gereken en önemli özelliklerden biri hem çizimlerin hem de konuşma metinlerinin sade ve tarafsız olmasıdır.…”