|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2021, Vol. 10(2) 125-141

Evaluation of Animated Concept Cartoons on Fractions in Terms of Teacher-Student Views

Demet Baran Bulut, Zeynep Karabayir, Sevim Sevval Inel, Burak Yildiz

pp. 125 - 141   |  Manu. Number: MANU-2102-15-0004.R1

Published online: December 30, 2021  |   Number of Views: 46  |  Number of Download: 500


Abstract

In this study, it was aimed to prepare animated concept cartoons for the subject of fractions and to evaluate their applicability in terms of teachers’ and students’ views. In this context, animated concept cartoons (ACC) have been prepared that contain some of the acquisitions of "Fractions and Operations with Fractions" in the 5th and 6th grade of the mathematics curriculum. Before the concept cartoons were prepared, a needs analysis was made for the students 'misconceptions about fractions by taking teachers' opinions. The scenarios of ADKK for the misconceptions determined afterwards were created by making use of the literature. These scenarios were prepared using visuals and voiceovers through an animation preparation application. The developed concept cartoons were applied in three different classes in three different schools, then teachers’ and students’ views were taken about the concept cartoons.

Keywords: Fractions, Animation, Concept Cartoons, Students’ Views


How to Cite this Article?

APA 6th edition
Bulut, D.B., Karabayir, Z., Inel, S.S. & Yildiz, B. (2021). Evaluation of Animated Concept Cartoons on Fractions in Terms of Teacher-Student Views . Turkish Journal of Teacher Education, 10(2), 125-141.

Harvard
Bulut, D., Karabayir, Z., Inel, S. and Yildiz, B. (2021). Evaluation of Animated Concept Cartoons on Fractions in Terms of Teacher-Student Views . Turkish Journal of Teacher Education, 10(2), pp. 125-141.

Chicago 16th edition
Bulut, Demet Baran, Zeynep Karabayir, Sevim Sevval Inel and Burak Yildiz (2021). "Evaluation of Animated Concept Cartoons on Fractions in Terms of Teacher-Student Views ". Turkish Journal of Teacher Education 10 (2):125-141.

References

    Balim, A., Inel, D., & Evrekli, E. (2008). Fen öğretiminde kavram karikatürü kullanımının öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi [The effects the using of concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions]. Elementary Education Journal, 1(7), 188-202.

    Batdal-Karaduman, G., & Elgun-Ceviz, A. (2018). Matematik öğretiminde kavram karikatürlerinin öğrenci başarısına etkisi [Effect of concept cartoons on student achievement in mathematics teaching]. Electronic Journal of Social Sciences, 17(67), 1268-1277.

    Chi, M. T. H. (1992). Conceptual change within and across ontological categories Examples from learning and discovery in science. In R. Giere (Ed), Cognitive models of science: Minnesota studies in the philosophy of science. Minneapolis, MN: University of Minnesota Press, 129- 160.

    Chin, C., & Teou, L. (2009). Using concept cartoons in formative assessment: Scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332.

    Cho, H., Osborne, C., & Sanders, T. (2015). Classroom experience about cartooning as assessment in pre-service mathematics content course. Journal of Mathematics Education at Teachers College, 6(1), 45-53.

    Coll, R. K., France, B., & Taylor, I. (2005). The role of models/ and analogies in science education: Implications from research. International Journal of Science Education, 27(2), 183-198.

    Demir, Y., Uzoglu, M., & Buyukkasap, E. (2012). Fen Bilgisi öğretmen adaylarının kuvvet ve hareket ile ilgili sahip olduğu kavram yanılgılarının belirlenmesinde kullanılan karikatürlerin ve çoktan seçmeli soruların etkililiğinin karşılaştırılması [Comparison of the effectiveness of cartoons and multiple choice questions used in determining the misconceptions about strength and movement]. Journal of Research in Education and Teaching, 1(1), 88-102.

    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.

    Erdag, S. (2011). İlköğretim 5. sınıf matematik dersinde kavram karikatürleri ile destekli matematik öğretiminin, ondalık kesirler konusundaki akademik başarıya ve kalıcılığa etkisi [The effect of mathematics teaching supported by concepts cartoons decimal fractions on academic achievement and retention in 5th grade classes of primary schools] (Unpublished master’s thesis). Dokuz Eylül University/ Institute of Education Sciences, Izmir, Turkey.

    Erdogan, A., & Cerrah-Ozsevgec, L. (2012). Kavram karikatürlerinin öğrencilerin kavram yanılgılarının giderilmesi üzerindeki etkisi: Sera etkisi ve küresel ısınma örneği [The effects of concept cartoons on eliminating students’ misconceptions: Greenhouse effect and global warming]. Turkish Journal of Education, 3(1), 1-13.

    Eroglu, N. (2010). 6. sınıf "maddenin tanecikli yapısı" ünitesindeki kavramların öğretiminde öğrenci ürünü karikatürlerin kullanımı [Using the student-made cartoons in teaching the concepts of “particulate structure of matter” unit in sixth grade] (Unpublished master’s thesis). Sakarya University/ Institute of Science, Sakarya, Turkey.

    Ersoy, A. (2010). İlköğretimde değer kazanımlarının incelenmesinde karikatür kullanımı: Dayanışma değeri örneği [The use of cartoon to investigate the acquisition of values in primary education: Case of solidarity values]. Ondokuz Mayis University Education of Journal, 29(2), 79-103.

    Evrekli, E. (2010). Fen ve teknoloji öğretiminde zihin haritası ve kavram karikatürü etkinliklerin öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme beceri algılarına etkisi [The effects of mind map and concept cartoon activities in science and technology education on students? academic achievement and inquiry learning skill perceptions] (Unpublished doctoral thesis). Dokuz Eylül University/ Institute of Education Sciences, Izmir, Turkey.

    Goksu, F. C., & Koksal, N. (2016). Doğrular, açılar ve çokgenler konularının kavram karikatür destekli yapılandırmacı öğrenme yaklaşımına göre işlenmesi [Teaching the lines, angles and polygons according to constructivisim supported by concept cartoons]. Journal of Qualitative Research in Education, 4(3), 68-91.

    Guler, H. K., Cakmak, D., & Kavak, N. (2013). Karikatürlerle yapılan matematik öğretiminin öğrencilerin akademik başarılarına ve tutumlarına etkisi [Effects of mathematics teaching with cartoons on students’ academic achievements and attitudes]. Journal of Uludag University Faculty of Education, 26(1), 149-160.

    Inel, D. (2012). Kavram karikatürleri destekli probleme dayalı öğrenme yönteminin öğrencilerin problem çözme beceri algılarına, fen öğrenmeye yönelik motivasyonlarına ve kavramsal anlama düzeylerine etkisi [The effects of concept cartoons-assisted problem based learning on students’ problem solving skills perceptions, motivation toward science learning and levels of conceptual understanding] (Unpublished doctoral thesis). Dokuz Eylül University/ Institute of Education Sciences, Izmir, Turkey.

    Inel, D., Balim, A., & Evrekli, E. (2009). Fen öğretiminde kavram karikatürü kullanımına ilişkin öğrenci görüşleri [The opinions of students about the use of concept cartoon in science and technology education]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 1-16.

    Kabapinar, F. (2005). Effectivness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice Kuram, 5(1), 135-146.

    Kaplan, A., Altayli, D., & Ozturk, M. (2014). Kareköklü sayılarda karşılaşılan kavram yanılgılarının kavram karikatürü kullanılarak giderilmesi [Removing the misconceptions met in root numbers by concept cartoons]. Journal of Uludag University Faculty of Education, 27(1), 85-102.

    Karakus, S. (2019). Fen bilimleri dersinde kavram karikatürü kullanımının 7. sınıf öğrencilerinin kütle-ağırlık konusundaki kavram yanılgılarına etkisi [The effect of concept cartoon use in the science class on the misconceptions of 7th grade students about the mass-weight subject] (Unpublished master’s thesis). Hacettepe University/ Institute of Education Sciences, Ankara, Turkey.

    Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446.

    Keogh, B., Naylor, S., & Wilson, C. (1998). Concept cartoons: A new perspektive on physics education.  Physics Education, 33(4), 219-224.

    Kinchin, I. (2001). Investigating students’ beliefs about their preferred role as learners. Educational Research, 46(3), 301-312.

    Long, S., & Marson, K. (2003). Concept cartoons. Hands on Science, 19(3), 22-24.

    Naylor, S., & Keogh, B. (2000). Concept cartoons in science education. UK: Milligate Hause Publishing.

    Ozgen, N. (2013). Öğretmen adaylarının erozyon kavramına yönelik algıları: Fenomenografik bir araştırma [Perception of preservice teachers regarding the concept of erosion: A phenomenographic study]. Hacettepe University Journal of Education, 28(2), 321-334.

    Prescott, A., & Mitchelmore, M. (2005). Teaching projectile motion to eliminate misconceptions. In H. L. Chick & J. L. Vincent (Eds.), Proceeding of the 29th Conference of the International Group for the Psychology of Mathematics Education (pp. 97-104), Melbourne, Australia.

    Rule, A. C., & Auge, J. (2005). Using humorous cartoons to teach mineral and rock concepts in sixth grade science class. Journal of Geoscience Education, 53(5), 548-558.

    Sahin, Z. (2018). Geometri öğretiminde kavram karikatürü kullanımının beşinci sınıf öğrencilerinin matematiğe yönelik tutumlarına ve erişi düzeylerine etkisi [The effect of using concept cartoons in geometry teaching on 5th grade students' attitudes towards mathematics and access levels] (Unpublished master’s thesis). Dokuz Eylül University/ Institute of Education Sciences, Izmir, Turkey.

    Sahin, C., & Cepni, S. (2011). Developing of the concept cartoon, animation and diagnostic branched tree supported conceptual change test: “Gas Pressure”. Eurasian Journal of Physics and Chemistry Education, 3(Special Issue), 25-33.

    Sancar, M., & Koparan, T. (2019). Ortaokul öğrencilerinin çokgenler konusundaki kavram yanılgılarının giderilmesinde kavram karikatürlerinin etkisinin incelenmesi [Investigation of the effects of concept cartoons on the misconceptions of secondary school students on polygons]. Karaelmas Journal of Educational Sciences, 7(1), 101- 122.

    Sengul, S. (2011). Effects of concept cartoons on mathematics self-efficacy of 7th grade students. Educational Sciences: Theory & Practice, 11(4), 2305-2313.

    Sepeng, P. (2013). Using concept cartoons and argumentative writing frames in mathematical word problem solving. Mediterranean Journal of Social Sciences, 4(11), 129-137.

    Stephenson, P., & Warwick, P. (2002). Using concept cartoons to support progression in students’ understanding of light. Physics Education, 37(2), 135-141.

    Taskin-Gultekin, S. (2013). Kavram karikatürleri ile zenginleştirilmiş matematik öğrenme ortamlarından yansımalar [Reflections on mathematic learning environments enriched with concept cartoons] (Unpublished master’s thesis). Karadeniz Teknik University/ Institute of Education Sciences, Trabzon, Turkey.

    Ugurel, I., Kesgin, S., & Karahan, O. (2013). Matematik derslerinde yararlanılabilecek alternatif bir öğrenme ve değerlendirme aracı: Kavram karikatürü [An alternative learning and assessment tool which can be utilized in mathematic classes ‘concept cartoon’]. Journal of Dokuz Eylul University Institute of Social Sciences, 15(2), 313-337.

    Ugurel, I., & Morali, S. (2006). Karikatürler ve matematik öğretiminde kullanımı [Cartoons and their use in mathematics]. Journal of National Education, 34(170), 1-10.

    Webb, L. (2015). The use of cartoons as a tool to support teacher ownership of mathematics curriculum change. African Journal of Research in Mathematics, Science and Technology Education, 19(1), 57-68.

    Yenil, T. (2020). 6. sınıf öğrencilerinin ondalık gösterim konusundaki kavram yanılgılarının 5E modeline göre tasarlanan dijital kavram karikatürleri ile giderilmesi [The correction of 6th-grade students' misconceptions on decimal notation with digital concept cartoons designed according to the 5E model] (Unpublished master’s thesis).  Bayburt University/ Institute of Education Sciences, Bayburt, Turkey.

    Yildiz, I. (2008). Kavram karikatürlerinin kavram yanılgılarının tespitinde ve giderilmesinde kullanılması: Düzgün dairesel hareket [The use of concept cartoons in the detection and elimination of misconceptions: Uniform circular motion] (Unpublished master’s thesis).  Gazi University/ Institute of Education Sciences, Ankara, Turkey.