Concept Cartoons in Science Education: Does it Have Any Effect Students’ Achievement, Perceptions of Inquiry Learnin Skills and Motivation Towards Science Learning?
Özet
This study by Ertuğ Evrekli and Fatma Şaşmaz Ören investigates the effects of using concept cartoons in science teaching on sixth-grade students' academic achievement, perceptions of inquiry learning skills, and motivation towards science learning. Utilizing a non-equivalent pretest-posttest control group semi-experimental design, the research involved 48 elementary students in Turkey, divided equally into an experiment group taught with concept cartoons integrated into the constructivist curriculum and a control group taught strictly via the standard curriculum over six weeks. The applications focused on the "matter and heat" unit and spanned sixteen course sessions across four weeks. Data collection instruments included an Academic Achievement Test, the Scale for Motivation toward Science Learning, and the Inquiry Learning Skills Perceptions Scale. The results demonstrated that while both groups showed significant improvements in achievement over time, the implementation of concept cartoons did not lead to a statistically significant difference in students' academic achievement or motivation compared to the control group. However, a significant positive difference was found in the experiment group's perceptions of inquiry learning skills. Consequently, the study concludes that concept cartoons serve as an effective visual aid to foster inquiry skills in science education, although a longer duration might be required to influence affective factors like motivation.
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