The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion

Atasoy, Şengül; Ergin, Serap

doi:10.1080/02635143.2016.1248926

Cited by 24 publications

(30 citation statements)

References 60 publications

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“…Some studies claim that more interactive techniques such as draw-write-explain are more effective in revealing middle school students' epistemological beliefs (Brownlee, Curtis, Spooner-Lane, & Feucht, 2017;Üztemur & Dinç, 2018). Hence, in the present study, concept cartoons, with child-friendly drawings reflecting opinions related to science in familiar and daily contexts, have a high potential in revealing children's opinions (Atasoy & Ergin, 2017;Chin & Teou, 2009;2010;Keogh & Naylor, 1999;Naylor & Keogh, 2000;Sexton, Gervasoni, & Brandenburg, 2009). Concept cartoons are drawings in the form of pictures, which include dialogues among three or four people who exchange opinions about a daily situation or event (Naylor & Keogh, 2000;Atasoy & Ergin, 2017).…”

Section: Introductionmentioning

confidence: 85%

Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

Atasoy

2020

J. Sci. Learn.

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Epistemological beliefs, including the source of knowledge, the certainty of knowledge, the organization of knowledge, the control of learning, and the speed of learning, are important to identify since these beliefs impact students' learning processes and how they attribute meaning to life. Concept cartoons, that students find genuine and credible, are found to be effective assessment tools in revealing these beliefs. The present study aims to identify and compare 5th and 8th grade middle school students' epistemological beliefs utilizing concept cartoons. The study participants were 5th (N=38) and 8th grade (N=47) students enrolled in three different middle schools in the Çamlıhemşin district of Rize. In order to reveal the students' opinions, one concept cartoon for each dimension of epistemological belief was utilized. A scoring rubric was employed to analyze the student responses to the concept cartoons. According to the results of the t-tests on students' scores, the 5th and 8th grade students' epistemological beliefs in the dimensions of organization of knowledge, source of knowledge, and certainty of knowledge are similar. In contrast, 8th grade students' epistemological beliefs related to the speed of learning and the control of learning were found to be significantly higher than those of 5th-grade students. Among the mean values of the students' epistemological beliefs, source of knowledge beliefs were found to be the lowest.Keywords Concept Cartoons, Epistemological Beliefs, Middle School Students

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Section: Introductionmentioning

confidence: 85%

Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

Atasoy

2020

J. Sci. Learn.

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“…In brief, even though the concept cartoons are potential to bridge formal science learning to informal one (Naylor & Keogh, 2013), they prioritize varied foci within formal and informal science learning. For example, embedding the concept cartoons within formal science learning emphasizes students' high order thinking (e.g., Chin & Teou, 2009), learning enthusiasm/motivation (Keogh & Naylor 1999), active engagement with scientific inquiry (Keogh & Naylor, 1999Naylor & Keogh, 1999a) and conceptual change or conceptual understanding (Atasoy & Ergin, 2017;Kabapinar, 2005;Keogh & Naylor, 1999). Further, integrating the concept cartoons into informal science learning fosters people from different ages/professions/cultures to informally talk about the concept cartoons, think about the posed questions, and ultimately enhance their understanding of science (Naylor & Keogh, 1999a).…”

Section: Abstract: Concept Cartoon Informal Learning Initial Impresmentioning

confidence: 99%

“…The related literature on the physics concept cartoons has emphasized to: conceptual understanding/conceptual change (Atasoy et al, 2013;Atasoy & Ergin, 2017;Minárechová, 2016;Taşlıdere, 2013Taşlıdere, , 2014, effective science teaching (Sasmaz-Oren & Meric, 2014;Say & Özmen, 2018), problem solving (Balım, İnel-Ekici & Özcan, 2016;Balim et al, 2014;İnel & Balım, 2013, nature of science (Çil & Çepni, 2016), and teachers' practical teaching experiences (Atasoy & Zoroğlu, 2014). This means that earlier researches have recruited the concept cartoons to facilitate students' conceptual understanding and evaluate their learning procedures.…”

Section: Research Focusmentioning

confidence: 99%

“…The foregoing research have also concentrated on different grades and/or samples: primary school students (Minárechová, 2016), middle school students (Atasoy et al, 2013;Balım, İnel-Ekici & Özcan, 2016;Çil & Çepni , 2016;İnel & Balım, 2013;Sasmaz-Oren & Meric, 2014;Say & Özmen, 2018), high school students (Atasoy & Ergin, 2017), kindergarten children (Atasoy & Zoroğlu, 2014), pre-service teachers (Taşlıdere, 2013(Taşlıdere, , 2014, academic staff (Atasoy & Zoroğlu, 2014) and teachers (Atasoy & Zoroğlu, 2014). Because the concept cartoons affect personal arguments or discourses, pre-service teachers need to learn and prepare various instructional materials (i.e., concept cartoons) for their students.…”

Section: Research Focusmentioning

confidence: 99%

“…Concept cartoons mostly have two different formats (e.g., poster and worksheet) (Atasoy & Ergin, 2017;Minárechová, 2016;Naylor & Keogh, 1999a, b). Worksheet format, which generates a discussion environment, encourages students to do scientific investigation/inquiry (Atasoy, Tekbıyık & Gülay, 2013;Atasoy & Ergin, 2017;Minárechová, 2016;Taşlıdere, 2013). Poster format, which asks the question 'What do you think?'…”

Section: Introductionmentioning

confidence: 99%

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

Atasoy

Toksoy

Çalık

2020

JBSE

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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.

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Location-Based Learning and Its Effect on Students’ Understanding of Newton’s Laws of Motion

Asakle

Barak

2022

J Sci Educ Technol

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Location -based learning refers to place-based education conducted online with the use of geographic information systems and mobile devices; with the shift to distance learning, its integration in science education warrants careful evaluation. The goal of this study was to examine the effect of location-based learning on students’ understanding of Newton’s laws of motion and to characterize the learning outcomes. The participants were 373 eighth-grade students, divided into two groups: control ( n = 167) — teacher-centered, textbook-oriented instruction — and experimental ( n = 206) — student-centered, location-based learning. The study applied a quasi-experimental research design, within a framework of a mixed-methods approach, in which data were collected through pre- and post-questionnaires and the analysis of students’ learning outcomes. The findings indicated a significant positive effect for the location-based learning approach on students’ ability to generate and answer science-related questions, provide reasoned explanations, and connect scientific topics to daily life. Significant relationships were indicated between students’ ability to generate questions and their ability to provide reasoned explanations. The study points to the importance of engaging students in location-based learning and in the process of generating science-related questions, information points on a digital map, and multimedia features.

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The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion

Cited by 24 publications

References 60 publications

Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students

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

Location-Based Learning and Its Effect on Students’ Understanding of Newton’s Laws of Motion

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