XIII.

IOSTE Symposium, The Use of Science and Technology Education for Peace and
Sustainable Development.
September 21#26, 2008, Ku(adasi / Turkey
THE USE OF CONCEPT CARTOONS IN CONSTRUCTIVE SCIENCE AND
TECHNOLOGY EDUCATION: THE EXAMPLES ABOUT THE SUBJECT OF
PRESSURE*
Ali Gunay BALIM** Didem INEL*** Ertug EVREKLI***
Teoman KESERCIOGLU****
*This study is supported by TUBITAK
** Assist. Prof. Dr. Dokuz Eylul University, Buca Education Faculty, Izmir/Turke
y
***Dokuz Eylul University, Buca Education Faculty, Izmir/Turkey
****Prof. Dr., Dokuz Eylul University, Buca Education Faculty, Izmir/Turkey
E%mail: <agunay.balim@deu.edu.tr>
Abstract
As science education program has been rearranged on the basis of the constructiv
ist
approach in Turkey, tools providing the active participation of students in the
learning
process and which are aimed at constructivist approach are of great importance.
One of
the so%called tools is concept cartoons. Concept cartoons are a visual tool and
drawings
which enable students to participate in the learning environment and which can b
e used
as a stimulus for argumentation in class. Therefore, the use of concept cartoons
in
science education is thought to help students to construct their knowledge.
In this study, it is aimed to discuss the effects of the use of concept cartoons
in
constructivist approach and to give the examples about the use of concept cartoo
ns in
science education.
Key words:

1. INTRODUCTION
The use of approaches providing the active participation of students in the lear
ning
environment is thought to help learners to construct their knowledge meaningfull
y and
permanently. So, in recent years, the studies about the effects of the use of th
e so%called
approaches on students in learning process have been concentrated on. In the res
ult of
the studies, science education program has been rearranged as Science and
Technology education program on the basis of constructivist approach in Turkey.
The
main purpose of this program is to grow up students as science literacy.
Constructivist approach claims that the existing knowledge of students is of gre
at
importance in the learning process and learning occurs through cognitive and soc
ial
process. This approach stresses the individual creation of knowledge and constru
ction
of concepts (Matthews, 1997: 7). According to this approach, knowledge cannot be

imposed and transferred from the mind of one knower to the mind of another (Driv
er and
others, 1994, Saban, 2000; Thramboulidis, 2003; Karagiorgi and Symeou, 2005).
Constructivism is based on the use of prior knowledge in the construction of new

meanings. The process of knowledge construction by imposing meaning to learning
experiences reflects the basis of the constructivist approach (Nunes and McPhers
on,
2003). The main principle of constructivist approach is that learners understand
new
situations to their experience. Learning is a process by which learners construc
t meaning
in their mind by connecting between their experience and new information (Naylor
and
Ali Gnay BALIM, Didem INEL, Ertug EVREKLI ve Teoman KESERCIOGLU, The Use of Conce
pt Cartoons in
Constructive Science and Technology Education: The Examples About The Subject Of
Pressure
Keogh, 1999; Nunes and McPherson, 2003). The main features of the constructivist

approach can be summarized as follows (Fox, 2001):
1. Learning is an active process
2. Knowledge is constructed rather than passively taken by learners
3. Knowledge is constructed, not discovered.
4. All knowledge is individual.
5. All knowledge is constructed in social environment.
6. Learning is the process of understanding real world.
According to constructivists, knowledge is actively constructed by learners tryi
ng to
attribute meaning to their experience by taking necessary information from outsi
de (Tezci
and Dikici, 2003; Yurdakul, 2005). Hence, constructivism requires that learners
should
take more responsibilities in the learning process (Kili, Karadeniz and KarataC,
2003;
Akar and Yildirim, 2004). At the same time, constructivist approach causes a cha
nge in
the tasks of teachers. The tasks of the teacher in the constructivist approach a
re
significantly more difficult than in the classical one which is used traditional
methods and
techniques; because guidance must be based on the understanding of each students
currently existing cognitive structures (Ben%Ari, 2001).
Constructivism emphasizes development of learners ability in solving their real l
ife
problems. Most studies show that learning depends on the interaction and partici
pation
of students in the learning process (Terwel, 1999; Huang, 2002). So, it is thoug
ht that the
use of concept cartoons facilitating students to enquire and discuss different o
pinions by
presenting daily life problems is of great significance in the constructivist ap
proach.
Therefore, in this study, it is aimed to discuss the effects of concept cartoons
in the
constructivist approach and give the examples related to the use of concept cart
oons in
science education.
CONCEPT CARTOONS
Concept cartoons developed by Brenda Keogh and Stuart Naylor in 1990s are a visua
l
tool expressing scientific problems about daily life through character cartoon s
tyle and
presenting different views related to these problems (Keogh and Naylor, 2000; Na
ylor,
Downing and Keogh, 2001; Stephenson and Warwick, 2002; Coll, France and Taylor,
2005). The concept cartoons use cartoon style format to represent a discussion d
ialogue
between the characters (Keogh and Naylor, 2000). Concept cartoons have two or mo
re
caricatured characters. Characters discuss a problem about daily life. This tool
finds out
learners ideas through discussion and aims to encourage argument (Keogh and Naylo
r,
1996). In concept cartoons, the opinion accepted scientifically and the alternat
ive opinion
which is closer to this take part together and these opinions are presented with

characters in a poster (Stephenson and Warwick, 2002; Kabapinar, 2005; Ekici, Ek
ici
and Aydin, 2007). The purpose of concept cartoons is to provide stimulus for thi
nking,
since the original cartoons do not necessarily have a single correct answer. (Ma
rtinez,
2004). The use of dialogues creates the opportunity to present alternative ideas
,
including one or more views scientifically acceptable (Keogh and Naylor, 1999b).

Concept cartoons are cartoon style drawings designed as a stimulus to question,
to
intrigue, to provoke discussion and to generate scientific thinking. Concept car
toons
provide a range of viewpoints and are based on the constructivist approach (Long
and
Marson, 2003).
XIII.IOSTE Symposium, The Use of Science and Technology Education for Peace and
Sustainable Development.
September 21#26, 2008, Ku(adasi / Turkey
In concept cartoons, according to Keogh, Naylor and Wilson (1998); Keogh and Nay
lor,
(1999a);

It should be used minimal amounts of text, so that they are accessible and invit
ing
learners (of any age) with limited literacy skills

Scientific ideas are applied in everyday situations, so that learners are challe
nged to
make connections between the scientific and everyday

The alternative ideas put forward are based on research that identifies common
areas of misunderstanding, so that learners are likely to see many of the altern
atives
as credible

The scientifically acceptable viewpoints will be included amongst the alternativ
es

The alternatives put forward all appear to be of equal status, so that learners
cannot
work out which alternative is correct from the context.
How does water come
our home?
I think they set up
water stores to high
places on town
We can take water
from well. If so, how
do this happen?
Aycan
Murat
Aydin
What do you think about this
cartoon?:
Who puts forward the true idea
about this prob
How can Aydins parents take
water from well?
Figure 1. The concept cartoons about "How does water out of a tap?
The concept cartoons are easy to use in the classroom (Keogh and others, 2001).
Concept cartoons can be used to access a persons idea (Dabell, 2004). Firstly, th
e
cartoon is read by students and this question is asked to them In your opinion, w
hich
characters idea is correct?, What do you think about it? and Why do you advocate
this idea?. Then, students are encouraged to discuss and try to solve the existin
g daily
life problem.
Ali Gnay BALIM, Didem INEL, Ertug EVREKLI ve Teoman KESERCIOGLU, The Use of Conce
pt Cartoons in
Constructive Science and Technology Education: The Examples About The Subject Of
Pressure
Ali, Selim and Veli set up the
mechanism in a science experiment
in the cartoon., They are discussing
on how the liquid level will change
in the other straw, if Selim blows
into the straw strongly. Would you
There is a problem. WATER
STRAW
The liquid level
increases
The liquid level
decreases
Lets try doing an
experiment!
like to participate in this
discussion?
Opinion and its reasons about this
problem :
In your opinion, If Selim
blows from pipette more
harder, how does the liquid
level change?
Figure 2. The work sheet about concept cartoons
Concept cartoons have been used in various ways and diverse situations to teach
science, to assess pupils levels of understanding of scientific matters, to engag
e
disaffected teenagers in scientific discussion and to stimulate interest in scie
nce
questions in museums and other exhibition centers (Keogh, Naylor and Wilson, 199
8).
There is a problem
Ali, Veli and Selim put water in
u tube. Tap is closed.
Afterwards, they discuss if the
tap is turned on, how will liquid
level change to the right or left?.
Would you like to participate in
this argument?
Your opinions and reasons about this topic :
STOPPER
GAS
In your opinion, if a point of u
tube was closed and tap was
WATER
turn off in this picture, what
would happen?
TAP
Figure 3. Concept cartoon about "the equalization of liquid level in U tube
WATER
TAP
XIII.IOSTE Symposium, The Use of Science and Technology Education for Peace and
Sustainable Development.
September 21#26, 2008, Ku(adasi / Turkey
It is known that this argument, enquiry and participation of students to learnin
g process
are of great importance in respect to constructivist approach. According to Nayl
or,
Downing and Keogh, (2001), the concept cartoons appear to be an effective stimul
us for
a form of argumentation in primary sciences. Therefore, it is supposed that the
use of
concept cartoons in science education enable students to participate in learning
process
encourage the enquiry of their knowledge and discuss various ideas about the sub
ject in
these cartoons. As a result, the use of concept cartoons in science education is
thought
to provide the active learning environment by focusing students attention on the
lesson
(Balim, nel and Evrekli, 2008).
CONCLUSIONS AND RESULTS
In recent years, the studies about technique, methods and tools providing studen
ts to
participate in learning process and related to constructivist approach have been
made.
One of the so called tools is concept cartoons. Cartoons can be used in teaching
and
learning in various situations (Naylor and Keogh, 1999b). Concept cartoons appea
r to be
an effective stimulus for a form of argumentation in primary science (Naylor, Do
wning
and Keogh, 2001). Generally, concept cartoons in science education can be used a
s
follows;

To solve and determine students misconceptions

To provide the active participation of students in the learning process

To create the discussion environment

To connect relations and links amongst subjects taking part in science and
technology subjects

To remind the existing knowledge of students

To enable students to express their idea
Concept Cartoon is a visual tool using a caricature format so that problems of d
aily life
are able to arouse the interest of students. These tools are designed as a stimu
lus to
provide scientific thinking, to encourage argument and to arouse interest (Long
and
Marson, 2003). As a result, it is thought that concept cartoons in constructive
science
education can enable contribution to students in their learning by inquiring the
ir existing
knowledge and increasing the participation of students to the process.
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Pressure
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