XIII.IOSTE Symposium, The Use of Science and Technology Education for Peace and Sustainable Development.

September 21-26, 2008, Kuşadası / 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 KESERCIOĞLU****

*This study is supported by TUBITAK

** Assist. Prof. Dr. Dokuz Eylul University, Buca Education Faculty, Izmir/Turkey
***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 constructivist
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 be 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 cartoons in
science education.

Key words: Science Education, Constructivism and Concept Cartoons

1. INTRODUCTION

The use of approaches providing the active participation of students in the learning
environment is thought to help learners to construct their knowledge meaningfully and
permanently. So, in recent years, the studies about the effects of the use of the so-called
approaches on students in learning process have been concentrated on. In the result 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 great

importance in the learning process and learning occurs through cognitive and social
process. This approach stresses the individual creation of knowledge and construction
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 (Driver 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 McPherson,
2003). The main principle of constructivist approach is that learners understand new
situations to their experience. Learning is a process by which learners construct meaning
in their mind by connecting between their experience and new information (Naylor and

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Ali Günay BALIM, Didem INEL, Ertug EVREKLI ve Teoman KESERCIOGLU, The Use of Concept 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 trying to

attribute meaning to their experience by taking necessary information from outside (Tezci
and Dikici, 2003; Yurdakul, 2005). Hence, constructivism requires that learners should
take more responsibilities in the learning process (Kılıç, Karadeniz and Karataş, 2003;
Akar and Yıldırım, 2004). At the same time, constructivist approach causes a change in
the tasks of teachers. The tasks of the teacher in the constructivist approach are
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 student’s
currently existing cognitive structures (Ben-Ari, 2001).

Constructivism emphasizes development of learners’ ability in solving their real life

problems. Most studies show that learning depends on the interaction and participation
of students in the learning process (Terwel, 1999; Huang, 2002). So, it is thought that the
use of concept cartoons facilitating students to enquire and discuss different opinions by
presenting daily life problems is of great significance in the constructivist approach.
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 cartoons in
science education.

CONCEPT CARTOONS
Concept cartoons developed by Brenda Keogh and Stuart Naylor in 1990’s are a visual
tool expressing scientific problems about daily life through character cartoon style and
presenting different views related to these problems (Keogh and Naylor, 2000; Naylor,
Downing and Keogh, 2001; Stephenson and Warwick, 2002; Coll, France and Taylor,
2005). The concept cartoons use cartoon style format to represent a discussion dialogue
between the characters (Keogh and Naylor, 2000). Concept cartoons have two or more
caricatured characters. Characters discuss a problem about daily life. This tool finds out
learners’ ideas through discussion and aims to encourage argument (Keogh and Naylor,
1996). In concept cartoons, the opinion accepted scientifically and the alternative opinion
which is closer to this take part together and these opinions are presented with
characters in a poster (Stephenson and Warwick, 2002; Kabapınar, 2005; Ekici, Ekici
and Aydın, 2007). The purpose of concept cartoons is to provide stimulus for thinking,
since the original cartoons do not necessarily have a single correct answer. (Martinez,
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 cartoons
provide a range of viewpoints and are based on the constructivist approach (Long and
Marson, 2003).

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XIII.IOSTE Symposium, The Use of Science and Technology Education for Peace and Sustainable Development.
September 21-26, 2008, Kuşadası / Turkey

In concept cartoons, according to Keogh, Naylor and Wilson (1998); Keogh and Naylor,
(1999a);
• It should be used minimal amounts of text, so that they are accessible and inviting
learners (of any age) with limited literacy skills
• Scientific ideas are applied in everyday situations, so that learners are challenged 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 alternatives
as credible
• The scientifically acceptable viewpoints will be included amongst the alternatives
• 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 I think they set up We can take water
water stores to high from well. If so, how
our home? places on town do this happen?
Aycan

Aydın

Murat

What do you think about this

cartoon?:
Who puts forward the true idea
about this problem?:
How can Aydıns’ 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, the
cartoon is read by students and this question is asked to them “In your opinion, which
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 existing daily
life problem.

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Ali Günay BALIM, Didem INEL, Ertug EVREKLI ve Teoman KESERCIOGLU, The Use of Concept Cartoons in
Constructive Science and Technology Education: “The Examples About The Subject Of Pressure”

STRAW

The liquid level

increases Let’s try doing an
experiment!

There is a problem…. WATER

Ali, Selim and Veli set up the
mechanism in a science experiment The liquid level
decreases
in the cartoon., They are discussing
on how the liquid level will change
in the other straw, ıf Selim blows
into the straw strongly. Would you
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 engage
disaffected teenagers in scientific discussion and to stimulate interest in science
questions in museums and other exhibition centers (Keogh, Naylor and Wilson, 1998).

There is a problem…

Ali, Veli and Selim put water in

“u” tube. Tap is closed.
Afterwards, they discuss ıf the
tap is turned on, how will liquid
level change to the right or left?. WATER
Would you like to participate in
TAP
this argument?
Your opinions and reasons about this topic :
STOPPER
In your opinion, if a point of “u” GAS
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”

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XIII.IOSTE Symposium, The Use of Science and Technology Education for Peace and Sustainable Development.
September 21-26, 2008, Kuşadası / Turkey

It is known that this argument, enquiry and participation of students to learning process
are of great importance in respect to constructivist approach. According to Naylor,
Downing and Keogh, (2001), the concept cartoons appear to be an effective stimulus 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 subject 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
(Balım, Đnel and Evrekli, 2008).

CONCLUSIONS AND RESULTS

In recent years, the studies about technique, methods and tools providing students 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 appear to be
an effective stimulus for a form of argumentation in primary science (Naylor, Downing
and Keogh, 2001). Generally, concept cartoons in science education can be used as
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 daily life
are able to arouse the interest of students. These tools are designed as a stimulus 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 their existing
knowledge and increasing the participation of students to the process.

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