A topic in teaching science
Concept cartoons are resources used in classroom teaching. (They were largely developed by Brenda Keogh and Stuart Naylor, who published a book of examples for classroom use in 2000). Many such concept cartoons relate to specific science concepts (forces, light, floating and sinking, etc. – see the example relating to ionic bonding, further down the page), but the example below relates to nature of science concepts:
Concept cartoon present several perspectives on a phenomenon and ask learners to discuss the different perspectives. They are designed to reflect common alternative conceptions and intended for use in small group discussion, as part of a dialogic teaching approach. That is, they can be used for diagnostic assessment. Commonly, there is one statement of the scientific account, and a number of contrary perspectives.
Read about alternative conceptions
Read about diagnostic assessment
For example, students might be asked to first consider a cartoon on their own, but then to work in a small group to discuss which viewpoint(s) they consider has/have most merit. The teacher can then invite feedback from each group and lead a discussion intended to challenge any elicited alternative conceptions and persuade the learners why the scientific perspective is to be preferred.
A concept cartoon to elicit learner thinking about acids and 'natural' substances
In Keogh and Naylor's designs (for use in school level settings), the viewpoints are presented by hypothetical children. This is likely to engage younger learners more than abstracted statements, and means the view can be discussed as those of the depicted speakers (to encourage the learners to approach each equally sceptically, rather than defending their own view).
In the classroom scene above, four students offer different takes on the possible risk of ingesting ascorbic acid. "The design incorporates two common alternative conceptions – that all acids are inherently dangerous and should be avoided, and that there is a fundamental distinction between natural products (which can be assumed safe) and substances or materials which are 'man-made' and which are likely to be inherently unhealthy/risky. The other alternative response offers a chance for exploring how entities (e.g., substances, reactions) may have multiple layers of classification- as, for example, when something is a compound and an acid and an oxidising agent" (Taber, forthcoming).
A concept cartoon to elicit learner thinking about ionic bonding and dissolving
This example concerns the topic of ionic bonding (where learners often have alternative conceptions: see 'The molecular framework for ionic bonding'). The four characters have different ideas about what might happen when NaCl is added to water. One character offers the scientifically acceptable answer. Another makes a wrong prediction, but based on sound scientific knowledge. The other two responses reflect alternative conceptions that students may have – one of these being a very common 'misconception'.
(You can read about, and if you wish download, this concept cartoon here.)
Centrifugal force, anybody?
This is a tongue-in-cheek concept cartoon about circular motion (suitable for more advanced students).
Read about centrifugal force as an alternative conception
Work cited:
- Keogh, B., & Stuart, N. (1999). Concept Cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446.
- Naylor, S., & Keogh, B. (2000). Concept Cartoons in Science Education. Millgate House.
- Taber, K. S. (2014). Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas. New York: Routledge.
The topic will be treated in more detail in a book being prepared for the RSC Advances in Chemistry Education series.
