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


Atasoy S. , Ergin S.

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, vol.35, no.1, pp.58-73, 2017 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 35 Issue: 1
  • Publication Date: 2017
  • Doi Number: 10.1080/02635143.2016.1248926
  • Title of Journal : RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
  • Page Numbers: pp.58-73
  • Keywords: Concept cartoon, conceptual understanding, misconception, Newton's Laws of Motion, SCIENTIFIC INQUIRY, SCIENCE, FORCE, MISCONCEPTIONS, ARGUMENTATION, PHYSICS, MODELS

Abstract

Background: A substantial review study of concept cartoons reports that few studies have indicated their functions. For this reason, the present study illuminates the extent to which concept cartoon-embedded worksheets (through constructivist context) accomplish these functions in conceptual learning.Purpose: The purpose of the study is to determine the effect of the concept cartoon-embedded worksheets on grade 9 students' conceptual understanding of Newton's Laws of Motion.Sample: Within a quasi-experimental research design with control group, the sample consisted of 102 grade 9 students (aged 15-16years) enrolled in an Anatolian High School. They were randomly assigned to control (52 students) and experimental groups (50 students).Design and methods: While the control group followed the existing physics instruction, the experimental one was exposed to the concept cartoon-embedded worksheets. To collect data, two scales (Newton's Laws of Motion Test -NLMT- and Interview about Instances -IAI) were employed.Results: The results indicated that the experimental group performed better than did the control group.Conclusions: It can be deduced that the concept cartoon-embedded worksheets are effective in improving grade 9 students' conceptual understanding and in replacing their alternative conceptions with scientific ones.