Concept Cartoons in Science Teaching

(Keogh & Naylor 1999)

Brenda Keogh & Stuart Naylor (1999) Concept cartoons, teaching and learning in science: an evaluation, International Journal of
Science Education, 21:4, 431-446, DOI: 10.1080/095006999290642

INSTITUTE OF TEACHER EDUCATION MALAYSIA

MINISTRY OF EDUCATION MALAYSIA
Source: https://www.millgatehouse.co.uk/product/science-concept-cartoons-set-2/
INSTITUTE OF TEACHER EDUCATION MALAYSIA
MINISTRY OF EDUCATION MALAYSIA
 Concept 2: What Happens to the Dandellion
Seeds? (Natural Selection)

INSTITUTE OF TEACHER EDUCATION MALAYSIA

MINISTRY OF EDUCATION MALAYSIA
Concept 3: A Glass Becomes Wet

Source: https://discoro.wordpress.com/2015/11/29/concept-cartoons/
INSTITUTE OF TEACHER EDUCATION MALAYSIA
MINISTRY OF EDUCATION MALAYSIA
 Activity 2: Concepts of Pendulum

INSTITUTE OF TEACHER EDUCATION MALAYSIA

MINISTRY OF EDUCATION MALAYSIA
 Concept Cartoons in Science Teaching
• The label ’cartoon’ may be potentially
misleading, since many individuals expect
a strong association to exist between
cartoons and humour.
• The concept cartoons do not employ
humour.
• The concept cartoons integrate written text
in dialogue form with a visual stimulus.
(Keogh & Naylor 1999)
Brenda Keogh & Stuart Naylor (1999) Concept cartoons, teaching and learning in science: an evaluation,
International Journal of Science Education, 21:4, 431-446, DOI: 10.1080/095006999290642

INSTITUTE OF TEACHER EDUCATION MALAYSIA

MINISTRY OF EDUCATION MALAYSIA
 Significant features of Concept Cartoons
• They are based on everyday situations that don’t
appear to be scientific, so the low achievers are less
likely to be intimidated by the science and more
likely to engage with them.
• They present alternative viewpoints on the
situation, including the scientifically acceptable
viewpoint(s).
• They have a blank speech bubble, to give a clear
statement that there may be more ideas that are not
yet included in the dialogue.
(Naylor & Keogh 2013)
Naylor, S., & Keogh, B. (2013). Concept Cartoons: what have we learnt?. Journal of Turkish
Science Education, 10(1).

INSTITUTE OF TEACHER EDUCATION MALAYSIA

MINISTRY OF EDUCATION MALAYSIA 7
 Significant features of Concept Cartoons
• The background text is written in students’
language, so they can be used independently
by learners if the teacher feels that this is
appropriate.
• All the alternative viewpoints have equal status.
All of these viewpoints are seen as legitimate.
• The speech bubbles include common
misconceptions, so these can be recognised
and addressed directly in the lesson.
• They present plausible alternatives that are
based on research evidence about students’
ideas at different ages. (Naylor & Keogh 2013)
Naylor, S., & Keogh, B. (2013). Concept Cartoons: what have we learnt?. Journal of
INSTITUTE OF TEACHER EDUCATION MALAYSIA Turkish Science Education, 10(1).
MINISTRY OF EDUCATION MALAYSIA 8
 The uses of the concept cartoons:
• to arouse the curiosity
• act as an effective stimulus for argumentation
• make concepts problematic which can provide
insight into the strategies that students can be used
in solving real life problems
• used to stimulate a free standing discussion and
enquiry which can provoke group discussion
• Enhance students’ motivation and engagement
towards learning
• Eliciting students’ prior ideas and identifying their
misconceptions
• Enhance students’ language skills

INSTITUTE OF TEACHER EDUCATION MALAYSIA

MINISTRY OF EDUCATION MALAYSIA
 Examples of research in concept
cartoon:
Keogh, B., & Naylor, S. (1999). Concept
cartoons, teaching and learning in
science: an evaluation.
International Journal of Science
Education, 21(4), 431-446.
Ingec, S. K. (2008). Use of Concept
Cartoons as an Assessment Tool in
Physics Education. Online
Submission, 5(11), 47-54.
INSTITUTE OF TEACHER EDUCATION MALAYSIA
MINISTRY OF EDUCATION MALAYSIA 10
 Examples of research in concept
cartoon:
Gafoor, K. A., & Shilna, V. (2013). Role of
Concept Cartoons in Chemistry
Learning. Online Submission.
Ekici, F., Ekici, E., & Aydin, F. (2007). Utility
of Concept Cartoons in Diagnosing
and Overcoming Misconceptions
Related to Photosynthesis.
International Journal of
Environmental and Science
Education, 2(4), 111-124.
INSTITUTE OF TEACHER EDUCATION MALAYSIA
MINISTRY OF EDUCATION MALAYSIA 11