Abstract
The objective of this study is to research the effects of using concept cartoons in the “Solar System and Beyond” unit, which is included in seventh grade science lessons, on students’ critical thinking skills. The study group consisted of 58 students, selected using an appropriate sampling method, who were students in a state secondary school, which is close to the city centre. The study used a pre-test and post-test matched control group design. During the three-week-long experimental teaching process, the students in the control group (n=30) were taught according to the curriculum of science lessons, while concept cartoons developed by the researchers were used with the students in the experimental group (n=28). The Cornell Critical Thinking Test-Level X (CCT-X), as developed by Ennis & Millman (1989), was used as the data collection tool. The results of the study showed decreases in the critical thinking skills scores of the students in the control group, while a statistically significant difference was found in the critical thinking skills of the students in the experimental group. In addition, a statistically significant difference was observed in favour of the experimental group when comparing the CCT-X scores of the experimental group’s use of concept cartoons and those of the control group’s use of 2013 science curriculum practices.
Keywords: Solar System and Beyond, Astronomy Education, Critical Thinking, Concept Cartoons.
Listen -
References
Akar, Ü. (2007). Öğretmen adaylarının bilimsel süreç becerileri ve eleştirel düşünme beceri düzeyleri arasında ilişki [The relationship between student teachers’ scientific process skills and critical thinking]. Unpublished master’s dissertation, Institute of Social Sciences, Afyonkocatepe University, Afyon.
Anonymous. (2016). Eleştirel düşünme becerileri okulu kitapçığı [Critical thinking skills school booklet]. Retrieved from http://cocukuniversitesi.aydin.edu.tr/belgeler/elestirel.pdf.
Aybek, B. (2007). Eleştirel düşünmenin öğretiminde öğretmenin rolü [The role of the teacher in the teaching of critical thinking]. Bilim, Eğitim ve Düşünce Dergisi, 7(2). Retrieved from http://www.universite-toplum.org/text.php3?id=322.
Bahrani, T. & Soltani, R. (2011). The pedagogical values of cartoons. Research on Humanities and Social Sciences, 1(4), 19-22.
Balım, A. G., İnel, 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]. İlköğretim Online, 7(1), 188-202.
Berman, S. (1985). Thinking in context: teaching for open mindedness and critical understanding. In: Costa, A. L. (ed.). Developing Minds: A Resource Book for Teaching Thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
Birisci P., Metin, M. & Karakas, M. (2010). Pre-service elementary teachers’ views on concept cartoons: a sample from Turkey. Middle East Journal of Scientific Research, 5(2), 91-97.
Browne, M. N. & Freeman, K. (2000). Distinguishing features of critical thinking classrooms. Teaching in Higher Education, 5(3), 301-309.
Can, A. (2014). SPSS İle Bilimsel Araştırma Sürecinde Nicel Veri Analizi [Quantitative Data Analysis in Scientific Research Process with SPSS] (3rd Ed.). Ankara: Pegem Akademi Yayıncılık.
Chin, C. & Teou, L. Y. (2009) Using concept cartoons in formative assessment: scaffolding students’ argumentation, International Journal of Science Education, 31(10), 1307-1332.
Cho, S. & Reich, G. A. (2008). New immigrants, new challenges: high school social studies teachers and English language learner instruction. The Social Studies, 99(6), 235-242.
Dabell, J. (2008). Using concept cartoons. Mathematics Teaching, 209, 34-36.
Diakidoy, N. & Kendeou, P. (2001). Facilitating conceptual change in astronomy: a comparison of the effectiveness of two instructional approaches. Learning and Instruction, 11, 1-20.
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 45-48.
Ennis, R. H. (1991). Critical thinking: a streamlined conception. Teaching Philisopy, 14(1), 5-23.
Field, A. (2009). Discovering statistics using SPSS (3rd Ed.). London: Sage Publication.
Fraenkel, J., Wallen, N. & Hyun, H. H. (2012). How to design and evaluate research in education (8th Edition). McGrawHill: Boston.
Giancarlo, C. A. & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50(1), 29-55.
Ip, W. Y., Lee, D. T. F., Lee, I. F. K., Chau, J. P. C., Wootton, Y. S. Y. & Chang, A. M. (2000). Disposition towards critical thinking: a study of Chinese undergraduate nursing students. Journal of Advanced Nursing, 32(1), 84-90.
Jiwaji, N. T. (2016). Recognition of astronomy as an essential discipline at all levels of education in Tanzania. Rwanda Journal, 1(1), 82-87.
Kabapınar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice, 5(1), 135-146.
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 perspective on physics education. Physics Education, 33(4), 219-224.
Keogh, B., Naylor, S., De Boo, M. & Feasey, R. (1999). Formative assessment using concept cartoons: initial teacher training in the UK. Research in Science Education: Past. Present and Future, 137-142.
Köseoğlu, M. (2009). Sosyal bilgiler dersinde karikatür kullanımının eleştirel düşünmeye etkisi [The effect of using caricature in social studieson critical thinking]. Unpublished master’s dissertation, Institute of Social Sciences, Gaziosmanpaşa University, Tokat.
Miri, B., David, B. C. & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: a case of critical thinking. Research in Science Education, 37(4), 353-369.
MOE [Ministry of Education] (2010). Ortaöğretim astronomi ve uzay bilimleri dersi öğretim programı [High school astronomy and space science curriculum]. Ankara.
MOE [Ministry of Education] (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Primary education institutions (primary and secondary schools) science cource (3, 4, 5, 6, 7 and 8 classes) curriculum]. Ankara.
Naylor, S. & Keogh, B. (2010). Concept Cartoons in Science Education (Second Edition). Sandbach: Millgate House.
Naylor, S. & Keogh, B. (2012). Concept cartoons: what have we learnt? Paper presented at the Fibonacci Project European Conference, Leicester, UK. Retrieved from http://www.millgatehouse.co.uk/research/concept-cartoons-research-ongoing.
Norris, S. P. (1985). Synthesis of research on critical thinking. Educational Leadership, 42(8), 40-45.
Özalp, I. (2006). Karikatür Tekniğinin Fen ve Çevre Eğitiminde Kullanılabilirliği Üzerine Bir Araştırma [A study on implementing the technique of caricature in science and environmental education]. Unpublished master’s dissertation, Institute for Graduate Studies in Science and Technology, Celal Bayar University, Manisa.
Özdemir, E. (2017). Humor in Elementary Science: Development and Evaluation of Comic Strips about Sound. International Electronic Journal of Elementary Education, 9(4), 837-850.
Percy, J. R. (2006). Teaching Astronomy: Why and How? The Journal of the American Association of Variable Star Observers, 35(1), 248-254.
Percy, J. R. (1998). Astronomy education: an international perspective. Astrophysics and Space Science, 258, 347-355
Schafersman, S. D. (1991). An introduction to critical thinking. Retrieved from http://www.freeinquiry.com/critical-thinking.html
Seferoğlu, S. S. & Akbıyık, C. (2006). Eleştirel düşünme ve öğretimi [Critical thinking and teaching]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 193-200.
Trumper, R. (2006). Teaching future teachers basic astronomy concepts – seasonal changes – at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879-906.
Tsai, P., Chen, S., Chang, H., & Chang, W. (2013). Effects of prompting critical reading of science news on seventh graders’ cognitive achievement. Internation Journal of Environmental & Science, 8(1), 85-107.
Tümay, H. & Köseoğlu, F. (2011). Kimya öğretmen adaylarının argümantasyon odaklı öğretim konusunda anlayışlarının geliştirilmesi [The developing the understanding of chemistry teacher candidates about argumentation oriented teaching]. Türk Fen Eğitimi Dergisi (TUSED), 8(3), 105-119.
Uçar, S. & Demircioğlu, T. (2011). Changes in preservice teacher attitudes toward astronomy within a semester-long astronomy instruction and four-year-long teacher training program. Journal of Science Education and Technology, 20, 65-73.
Vieira, R. M. & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Math Education, 14(4), 659-680.
Webb, P., Williams, Y. & Meiring, L. (2008). Concept cartoons and writing frames: developing argumentation in South African science classrooms? African Journal of Research in SMT Education, 12(1), 4-17.
Wheeler, L. A. & Collins, S. K. R. (2003). The influence of concept mapping on critical thinking in baccalaureate nursing students. Journal of Professional Nursing, 19(6), 339-346.
Zeilik, M., Schau, C., Mattern, N., Hall, S., Teague, K. W. & Bisard, W. (1997). Conceptual astronomy: a novel model for teaching postsecondary science courses. American Journal of Physics, 65(10), 986-996.
