Using laboratory activities enhanced with concept cartoons to support progression in students’ understanding of acid-base concepts

Constructivist perspective suggests that students need to be active participants in the learning process in constructing meaning and developing understanding (Jenkins, 2000). Moving from this idea, teachers and educators try to find original and useful methods to aid in the teaching of scientific concepts. Concept mapping, animations, analogies, simulations, worksheets, concept cartoons, laboratory activities, and conceptual change texts are some of them (Çalık, Ayas & Coll, 2009; Huddle, White & Rogers, 2000; Keogh & Naylor, 1999; Özmen, 2007; Özmen, Demircioğlu & Coll, 2009). Although the literature describes a variety of interventions for researchers and teachers, in this paper we consider two of them. Whilst one of which involves student learning in the laboratory; and the other of which involves concept cartoons.

Laboratory activities make students more active in their learning. The literature suggests that students enjoy laboratory work because it is more active (Hart et al., 2000). In the laboratory, students have a chance to engage in hands-on activities, and both science and non-science majors are reported to find laboratory-based activities to be motivating and exciting (Markow & Lonning, 1998). Despite some reservations, many authors believe that laboratory work helps promote conceptual understanding (Hart et al., 2000; Özmen, Demircioğlu & Coll, 2009). Besides, practical works in laboratory gives students opportunity to gain some psychomotor skills through scientific investigations and hands-on activities and has the potential to significantly enhance learning and development of conceptual understanding (Abdullah, Mohamed & Ismail, 2009). Laboratory can offer a unique learning environment which can help students to construct their knowledge and develop logical and inquiry-type skills (Abdullah, Mohamed & Ismail, 2009). It can also promote positive attitudes, provide students with opportunity to develop skills regarding cooperation and communication, and stimulate the students and allow them to be creative, which are compatible with the constructivist teaching models (Faire & Cosgrove, 1988; Hofstein, 2004).

One of the other methods which motivating and activating students is concept cartoons which have been used in a variety of ways for educational purposes (Keogh & Naylor, 1999), such as solving problem (De Fren, 1988), enhancing motivation (Heintzmann, 1989), resolving conflict (Naylor & McMurdo, 1990), eliciting students’ ideas (Guttierrez & Ogborn, 1992), and supporting progression in students’ understanding (Perales-Palacios & Vilchez-Gonzalez, 2002; Stephenson & Warwick, 2002). These characteristics make concept cartoons useful in science classroom as a teaching, learning and assessment tool. Concept cartoons were firstly prepared in an attempt to develop an innovative teaching and learning strategy, which considered the constructivist views of learning in science (Keogh & Naylor, 1999; Stephenson & Warwick, 2002). The concept cartoons involve cartoon-style drawings showing everyday situation underpinned by a specific aspect of science (Keogh, Naylor & Wilson, 1998; Stephenson & Warwick, 2002). In teaching of concept cartoons, the cartoon characters suggest their alternative explanations, express diverse or alternative point of view about the science in a form of cartoon-style drawing in a worksheet or a poster. The cartoon characters bring about their ideas in a discussion format, and then students are encouraged to join the discussion with the cartoon characters (Kabapınar, 2005; Keogh, Naylor & Wilson, 1998). With this way, a concept cartoon is used for focusing group discussion, which can lead investigations to decide which idea is most acceptable (Keogh, Naylor & Wilson, 1998). Although concept cartoons are intended to elicit learners’ alternative conceptions, they are used as an aid to teaching and learning approach that is applicable in a wide variety of settings. For example, according to Keogh, Naylor and Wilson (1998), concept cartoons might be used in science teaching and learning for enhancing motivation, providing a purpose for practical work, emphasizing the applications of science, enabling learners to assess their own level of understanding, and understanding in science.