the effect of using a proposed strategy based on merging concept cartoons in the "5E,S" structural model to correcting alternative perceptions of scientific concepts in science course in the sixth grade female students of primary school in Al-Rass governorate

Document Type : Original Article

Author

cureclm and teaching metheds education faculty al azaher university

Abstract

This study aimed to investigate the effect of using a proposed strategy based on merging concept cartoons in the "5E,S" model to correcting alternative perceptions of scientific concepts. The alternative concept test was applied to them. The results revealed a number of alternative perceptions among the sample members, with a prevalence rate exceeding (50%) about the scientific concepts included in the unit (environmental systems and their resources) of the science course in the sixth grade of primary school and another "experimental" sample formed Of (64) female students from the sixth grade of primary school in Al-Rass governorate, they were divided into two groups, a control group consisting of (32) female students who studied the traditional method, and an experimental group consisting of (32) female students who studied using the proposed strategy, and a test of alternative perceptions was applied to the two groups, before and after, and the results resulted There is a statistically significant difference between the mean scores of the experimental group and the control group in favor of the experimental group at the significance level of 01.0 in the post-test alternative perceptions

Keywords

Main Subjects


  1.  

    1.Abdulkadir & Ahmet ,(2013) .The Effect Of 5E Learning Cycle ModeL In Teaching Trigonometry On Students’ Academic Achievement And The Permanence Of Their Knowledge. International Journal on New Trends in Education and Their Implications: 4:( 1) Article: 07 ISSN 1309-6249 Copyright © / www.ijonte.org 73.,

    2.AçÕúOÕ S,E .(2011). Effects of the 5E learning model on students’ academic achievements in movement and force Procedia Social and Behavioral Sciences 15 ,pp2459–2462

    3.Akar, E. (2005). Effectiveness of 5E learning cycle model on students’ understanding of acid-base concepts (Thesis unpublished report). The Graduate School of Natural and Applied Sciences of Middle East Technical University, Turki.

    4.Artino, Anthony R. ( 2008). "A Brief Analysis of Research on Problem Based Learning" University of Connecticut June 6, 1-11. Eric

    5.Ates, S. (2005). The effectiveness of the learning-cycle method on teaching DC circuits to prospective female and male science teachers. Research in Science and Technological Education. 23(2), 213-227.

    6.Ausubel, D. (1978). Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winstion. B

    7.Balım, A.G., Đnel, D. & Evrekli, E. (2008). The effects the using of concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions. Elementary Education Online, 7(1), 188-202.

    8.Ben-Ari, M. (2001). Constructivism in Computer Science Education. Journal of Computers in Mathematics and Science Teaching. 20 (1). 45-73

    9.. Bennett, J., Gräsel, C., Parchmann, I., & Waddington, D. (2005). Context-based and conventional approaches to teaching chemistry: Comparing teachers’ views. International Journal of Science Education, 27 (13), 1521-1547.

    10.Berns, R. G., & Erickson, P. M. (2001). Contextual teaching and learning: Preparing students for the new economy. The Highlight Zone Research Work, 5, 1-8

    11.Birisci , P.& Metin, M. (2010). Developing an instructional material using a concept cartoon adapted to the 5E model: A sample of teaching erosion. Asia-Pacific Forum on Science Learning and Teaching,. 11, (1),. 1- 16

    12.Birisci, P. et al. (2010) .Pre-service elementary teachers’ views on concept cartoons: a sample from Turkey. Middle East Journal of Scientific Research,.(5),.(2),. 91-97

    13.Bleıcher, R. E., (2005). “Learning The Learning Cycle: The Differential Effect on Elementary Preserves Teachers". School Science and Mathematics. 105 (2), 61-72.

    14.Blosser ,E .Patricia (1987). Science Misconceptions Research and some  Implication for the Teaching of Science Elementary science school student ERIC Clearinghouse s for Science Mathematics and Environmental Education, Columbus OH. p 2- 9`

    1. Bruce, Watson, Kopnicek ;Bruce . (1990) .Teaching for Conceptual Change Confronting Children's Experience  . The Phi Delta Kappa International. 71, No. (9)  680-685     

    16.Bybee, R. (1997). Achieving scientific literacy. Portsmouth, NHs: Heinemann.

    17.Bybee, R. (2013(. The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.

    18.Bybee, R. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children 51 (8): 10–13.

    19.Bybee, R. (2015). The BSCS 5E instructional model: Creating teachable moments. Arlington, VA: NSTA Press.

    20. Bybee, R. W. (2019). Using the BSCS 5E Instructional Model to introduce STEM disciplines. Science and Children, 56(6), 8-12

    21.Bybee, R. W., Taylor, J.A., Gardner A., Scotter, P. V., Powell, J.C., Westbrook, A. & Landes, N. (2006). The BSCS 5E instructional model: origins and effectiveness. Office of Science Education National Institutes Of Health. 1-80.

    22.Ceylan-Soylu, H. (2011). An activity example prepared based on 7E teaching model of concept cartoons in science and technology teaching: electricity in our life. 2nd International Conference on New Trends in Education and Their Implications. Antalya.

    23.Chin , Christine (2001). Eliciting students' ideas and understanding in science: diagnostic assessment strategies for teachers , Journal of Teaching and Learning ,Vol.(21),No.(2),72-85

    24.Chin, C. & Teou, L.Y. (2010). Formative assessment: using concept cartoons, pupils’ drawings and group discussions to tackle children’s ideas about biological inheritance. Journal of Biological Education, 44, (3).

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

    26.Chong, L.Y. & Ch’ng, Z.K. (2017). Utilizing Concept Cartoons to Diagnose and Remediate Comparing teachers’ views. International Journal of Science Education, 27 (13), 1521-1547.

    27.Crowther, David T,.n ,d  (2002), Here ,We Grow, Again Application of Research &Model Inquiry Lessons EJSE Editorial

    28.Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers and Education, 52, 741-748

    29.De Posada, J. M. (1997). Conceptions of high school students concerning the internal structure of metals and their electric conduction: structure and evolution, Science Education, 81, 445-467

    30.Driver, R. & Bell, B. (1986). Students’ Thinking and the Learning of Science: A Constructivist View. The School Science Review, 67(240), 443-456.

    31.Driver, R., Asoko, H., Leach, J., Mortimer, E. & Scott, P. (1994). Constructing Scientific-Knowledge in the Classroom. Educational Researcher. 23 (7). 5-12.

    32.Ekici, F., Ekici, E., & Aydin, F. (2007). Utility of concept cartoons in diagnosing and overcoming misconceptions related to photosynthesis. International Journal of Environmental & Science Education, 2(4), 111–124.

    33.Ergin, ø., KanlÕ, U And Ünsal, Y. (2008). An example for the effect of 5e model on the academic success and attitude levels of students’: “inclined projectile motion”. Tüfed-Tused/ 5(3)44-58

    34.Evrekli, E. ,Inel, D. , & Balim, A.(2011). A Research on the Effects of Using Concept Cartoons and Mind Maps in Science Education . Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education,. 5, (2), 58-85.

    35.Fensham, P, J. (1972). Prior knowledge-a source of negative factors for subsequent learning, Research in science education, 2(1), 50-57

    36.Fısher, K. M., (1985), A Misconception in Biology: Aminoacids and Translation, Journal of Research in Science Teaching , 22,.53-62

    37.Fox, R. (2001). Constructivism Examined. Oxford Review of Education. 27 (1). 23-35

    38.Francis, C., (1993). Ideas of elementary students about reducing the "greenhouse effect".Science Education. 77, 375-392.

    39.Gagliradi, F. (2007). Pedagogical Perceptions of teacher: The intersection of constructivism and technology use in the classroom. Ed.D, University of Hartford.

    40.Gardereni D. DeckerM , Juergensen  &Abdelnasby R H.(2020). Using the 5E Instructional Model in an Online Environment with Pre-service Special Education Teachers .Journal of Science Education for Students with Disabilities Vol. 23, No.11-22           

    41.Griffiths, A. K., & Preston, K. R. (1999). Grade-12 students’ alternative conceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29 (6), 2611–2628 , Hartford. 

    42.İnel , D., Balim , A. & Evrekli, E. ( 2009 ). 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 Sherri Melrose, Athabasca University.(3), (1), p. 1-16

    43.Joyce ,(2006). concept cartoons . Retrieved on (10/1/2013) from:    https://arbs.nzcer.org.nz/using-concept-cartoons-assessment

    44.Kabapınar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory and Practice, 5 (1), 135-146.

    45.Kabapinar, F. (2009). What Makes Concept Cartoons More Effective? Using Research to Inform Practice . EducationandScience,. 34, (154) ,.105- 118.

    46.Kamariotaki-Paparrigopoulou, M., Palyvos, J. A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers and Education, 52, 741-748

    47.Karagiorgi, Y. and Symeu, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations. Educational Technology and Society. 8 (1). 17-27

    48.Kay &Yiin.(2010) .Misconceptions In The Teaching OF Chemistry In Secondary Schools In Singapore & Malaysia Proceedings of the Sunway Academic Conference

    49.Keogh, B., & Naylor, S. (1993). Learning in science: another way in. Primary Science Review, 26, 22-23.

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

    1. 51.  Keogh, B., Naylor, S., & Downing, B. (2003). Children’s Interactions in The Classroom:Argumentation in Primary Science. 4th European Science Education Research Association Conference, Noordwijkerhout, Netherlands

    52.Keogh, B., Naylor, S., (1999), Concept Cartoons, Teaching and Learning in Science: An Evaluation, International Journal of Science Education, 21,( 4),.431-46

    53.Keogh, B., Naylor, S., De Boo, M. & Feasey, R. (2001). (Ed: B, Helgard) Research in Science Education-Past, Present and Future, Formative Assessment Using Concept Cartoons:Initial Teacher Training in the UK.Hingham, USA: Kluwer Academic Publishers.

    54.Keogh, B., Naylor, S., Wilson, C., (1998). Concept Cartoons: A New Perspective on Physics Education, Physics Education, 33 (4) ,219-224

    55.Kolomuç A & Tekin, S, ( 2011) Chemistry Teachers’ Misconceptions Concerning Concept of Chemical Reaction Rate, Eurasian J. Phys. Chem. Educ. 3(2): 84-101,

    56.Kroasbergen, E. H. & Van Luit, J. E. (2005). Constructivist Mathematics Education for Students with Mental Reterdation. European Journal of Special Needs Education, 20(1). 107-116

    57.Matthews, M.R. (2002). Constructivism and science education: A further appraisal. Journal of Science Education and Technology, 11(2), 121-134.

    58.McClosky, M. & Kargon, R. (1988). The meaning and use of historical models in the study of intuitive physics, In Strauss (ed.), Ontogeny, Phylogeny and Historical Development, New Jersey, Ablex Publishing

    59. Metin, M. & Özmen H. (2009). Difficulties of pre-service teachers in developing and implementing teaching activities based on the 5E model in the constructivist approach. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2), 94-123

    60.Naylor, S., & Keogh, B. (2013). Concept cartoons: What have we learnt? Journal of Turkish Science Education, 10 (1), 3-11.

    61.Naylor, S., Keogh, B., de Boo, M., & Feasey, R. (2001). Formative assessment using Concept Cartoons: Initial Teacher Training in the UK. In R. Duit (Ed.) Research in Science Education: Past, Present and Future,.137-142

    62. Norfarah, N., Mohd Ali, S., & Chong, L. Y. (2019). Concept Cartoon: A Constructivist Strategy to Enhance Positive Attitude towards Science in Malaysia: An ANCOVA Repeated Measures Approach. International Journal of Education, Psychology and Counseling, 4(27), 28-40.

    63.Oskay, . Özge Özyalçın, (2016) .The Effect Of Concept Cartoon Academic  On Achevement  And  Inqiry Learning Skills ,Journal OF educational And Instructional Studies  in The World,  6  (3)  1-6 

    64.Özsevgeç, T., (2006) .“Kuvvet ve Hareket Ünitesine Yönelik 5E Modeline Göre Geliştirilen Öğrenci Rehber Materyalinin Etkililiğinin Değerlendirilmesi”, Journal of Turkish Science Education, 3(2), 36-48

    65.Pekel , F. O, (2019). Effecfiveness Of Argument Ation-Based Concept  Cartoons On Teaching Global Warming, Ozone Layer Depletion , Journal of Environmental Protection and Ecology 20, No 2, 945–953

    66.Piaget, J. (1977). The Development of Thought: Equilibration of Cognitive Structures. (A. Rosin, Trans). New York: The Viking Press

    67.Saka, A., Akdeniz, A. R., Bayrak, R., & Asilsoy, Ö. (6-8 September ,2006). “Energy conversion in living” impact of the elimination of errors faced in unit concept cartoon (Trans.). Paper presented in National Science and Mathematics Education Congress, Ankara, Turkey

    68.Saricayir, H., Ay, S., Comek, A., Cansiz, G., & Uce, M. (2016). Determining students’ conceptual understanding level of thermodynamics. Journal of Education and Training Studies, 4(6), 69

    69.Sasmaz-Oren, F. & Meric, G. (2014). Seventh grade students’ perceptions of using concept cartoons in science and technology course. International Journal of Education in Mathematics, Science and Technology, 2(2), 116-137.

    70.Şaşmaz-Ören, F. (2009). Evaluation of prospective teachers’ abilities of forming concept cartoon with rubric. EJournal of New World Sciences Academy-NWSA, 4(3), 994–1016.

    71.Say, F. S. & Özmen, H. (2018). Effectiveness of Concept Cartoons on 7th Grade Students’ Understanding of “the Structure and Properties of Matter Journal of Turkish Science Education. 15(1),1-24

    72.Schönborn, K., Haglund, J., & Xie, C. (2014). Pupils’ early explorations of thermoimaging to interpret heat and temperature. Journal of Baltic Science Education, 13(1), 11

    73.Sexton, M. (2010). Using concept cartoons to access student beliefs about preferred approaches to mathematics learning and teaching.Paper presented at the merga conference, Freemantle, Australia. Available at http://www.merga.net.au/documents/merga33_Sexton.pdf

    74.Sibel, Balci, Cakiroglu, Jale Tekkaya, Ceren (2006) .Engsagement Exploration  Explanation Extension and Evaluation  ( 5E )  Learning Cycle and Conceptual Change Text  as  Learning Tools biochemistry  and Molecular Biology Education , 34 ,( 3),  199,– 203

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

    76.Taber, K. S., (2003). Mediating mental models of metals: acknowledging the priority of the learner’s prior learning, Science Education, 87(5), 732-758.

    77.Taşlıdere, E. (2015). Effect of conceptual change oriented instruction on students’ conceptual understanding and decreasing their misconceptions in DC electric circuits. Creative Education, 4(4), 273–282.

    78.Terwel, J. (1999). Constructivism and its Implıcations for Curriculum Theory and Practice. Journal Curriculum Studies. 31 (2). 195-199.

    79.Thramboulidis, K. C. (2003). A Constructivism-Based Approach to Teach Object Oriented Programming. Journal of Informatics Education and Research. 5 (1) 1-30.

    80.Topal, G, et al .( 2007).University and Secondary School Students’ Misconceptions about the Concept Of “Aromaticity” in Organic Chemistry , International Journal of Environmental & Science Education, , 2(4), 135 –143

    81.Treagust, D. F., Mthembu, Z., & Chandrasegaran, A. L. (2014). Evaluation of the predict-observe-explain instructional strategy to enhance students’ understanding of redox reactions. In Learning with understanding in the chemistry classroom.,Science Education  , 265-286)

    82.Uğur Sarıa , Abdillahi Hajiomer Hassanb , Kutalmış Güvena & Ömer Faruk Şena ( 2017).Effects of the 5E Teaching Model Using Interactive Simulation on Achievement and Attitude in Physics Education International Journal of Innovation in Science and Mathematics Education, 25(3), 20-35,. 20

    83.Uğurel, I. & Moralı, S. (2006). Cartoons and their use in mathematics teaching. National Education, 35(170), 32–47.

    84.Ültay ,Neslihan,) 2015) .The effect of Concept Cartoons embedded Within Context-Based    Chemistry: Chemical Bonding Journal of Baltic Science Education,. 14,. (1),Üniversitesi Eğitim Bilimleri Enstitüsü, Yayımlanmış Yüksek Lisans Tezi, Ankara.

    85.Ürey, M. & Çalık, M. (2008). Combining different conceptual change methods within      5E model: A sample teaching design of 'cell' concept and its organelles. Asia-Pacific Forum on Science Learning and Teaching, 9, (2), 12,.1

    86.Vigeant, Francis.(2017).What is the 5E Instructional Model? KnowAtom's Blog Mays 14, 2-5

    87.Ward, R. & Wandersee, J. (2002). Struggling to understand abstract science topics: a Roundhouse diagram - based study . International Journal of science Education, 24(6) , p 541-575

    88.Webb, P., Williams, Y., Meiring, L. (2008): Concept cartoons and writing frames: developing argumentation in South African science classrooms? African Journal of Research in Mathematics, Science and Technology Education. 12, 5-17.

    89.Wilder, M., and Shuttleworth, P. (2004). Cell inquiry: a 5 learning cycle lesson. Science Activities ProQuest Education Journals, , 41(4),.5-37

    90.YalçÕn, Altun S., AçÕúOÕ, S. and Turgut, Ü. (2010). The effect of five E instructional model on pre-service science teachers’ attitudes towards physics laboratory and development of scientific process skills. Kastamonu Education Journal, 18,( 1), 147–158.

    91.Yong, C. L. (2017). Utilizing concept cartoons to diagnose and remediate misconceptions related to photosynthesis among primary school students. In Overcoming Students’ Misconceptions in Science (pp. 9-27). Springer, Singapore

    https://www.semanticscholar.org/paper/Utilizing-Concept-Cartoons-to-Diagnose-and-Related-Yong-Kee/7146adac14e32217eb98a92cc157786278e5f47f

    92.Youngjin ,Sons, Misook Heo, Larry Krumenaker & Deborah Tippins (2008). Cartoons - An Alternative Learning Assessment. In Eric Brunsell (Ed.) Readings in Science Methods, K-8, p. 175-182