Concept Cartoons & ConcepTests

An Introduction to Conceptual Science Teaching

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Alternative frameworks / misconceptions

• Test yourself

A boy tries to pull a dog, so he exercises a force on the dog. The dog also pulls back. They both remain at place. What is the exact reason for this?

1. Both forces undo each other.

2. The dog rest at place due to the friction force of the ground.

3. Because the boy exercises a force less than the dog.

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Alternative frameworks / misconceptions

• Test yourself

You have a lamp, a piece of cupper and a battery. Make a drawing so that the lamp will light up.

Come into the class carrying two ice hands

If you put a glove on one ice hand, will that make the ice melt slower, faster or

make no difference?

Alternative frameworks / misconceptions

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Alternative frameworks / misconceptions

• Test yourself: True or false?

– A moving object needs a force – The rainbow has 7 colors– Space is a zero-gravity environment– The Earth goes around the Sun once a day– The greenhouse effect is a bad thing– Objects float because they are lighter than water– Ice is always at zero degrees Celsius

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Alternative frameworks / misconceptions

• Find an example of a misconception you encounter in your class.

• Where do you think this misconception comes from?

• Try to construct a definition of a misconception

• What can we do about it?

Elicitation

• How can we detect misconceptions?

Envelope activity

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Tools for conceptual change

1. Conceptual experiments

2. Concept tests & Peer instruction

3. Concept maps

4. Concept cartoons

5. …

PART 1: CONCEPT CARTOONS

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Characteristics of a concept cartoon

1. Range of viewpoints

2. Alternative conceptions represented (realistic)

3. Situation from daily life

4. Stimulate thinking & discussion

5. Generate interest to find out

How to use concept cartoons in your class?

1. Class Discussion

2. Group Discussion

3. Experimental Investigation

4. Use in combination with other SCA• In the Fishbowl• Traffic Light Cards• …

Class Discussion

Class Discussion

1. Show the cartoon

2. Individual reflection• With which idea do you agree and why? • Is more than one idea correct? • What is a good definition of the concept shadow?

3. Quick scan (showing hands)

4. Class discussion

Group Discussion

Group Discussion

1. Make small groups and distribute the concept cartoon

2. Individual thinking time

3. Group discussion and consensus seeking

4. Feedback (raising hands)

5. Share viewpoints in a class discussion

6. Provide an explicit summary of the initial problem.

Experimental investigation

Experimental investigation

1. Introduce the cartoon

2. Thinking time & quick scan (raising hands)

3. Let students work together in small groups to set up an investigation.

4. Each groups presents its outcomes to the class.

5. Class discussion.

6. Explicit summary by the teacher

Concept Cartoon Circus

1. Select 3 concept cartoons

2. Group discussion & development lesson fragment

3. Peer investigation & feedback

4. Improve lesson plan fragment & mock lesson

5. Class discussion.

PART 2: CONCEPTESTS & PEER INSTRUCTION

Example earth science: day and night

Six friends were wondering why the sky is dark at night. This is what they said:

A. The clouds come in at night and cover the sun.B. The Earth spins completely around once a day.C. The Sun moves around the Earth once a day.D. The Earth moves around the Sun once a day.E. The Sun moves underneath the Earth at nightF. The Sun stops shining.

Who do you think has the best reason? Describe your reasons.

Example earth science: solar eclipse

What causes a solar eclipse?

Example earth science: solar eclipse

During a solar eclipse, parts of the Earth experience darkness for a brief time during the day. Throughout time, people have had different ideas about what happens during a solar eclipse:

A. The Sun passes between the Earth and MoonB. The Earth passes between the Sun and the MoonC. The clouds block out the Sun.D. The Earth’s shadow falls on the Sun.E. The Moon’s shadow falls on the Earth.F. The Sun shuts off light for a few minutes

Example Biology: Photosynthesis

Where did most of the matter that makes up the wood and the leaves of the trees originally come from?

Example Biology: Photosynthesis

Where did most of the matter that makes up the wood and the leaves of the trees originally come from?

A. SunlightB. WaterC. SoilD. Carbon DioxideE. OxygenF. MineralsG. Chlorophyll

Example Biology: Digestive system

What is the main function of the digestive system? Here are some answers from students:

A. The main function is to release energy from food.

B. The main function is to help us breathe.

C. The main function is to break food down into molecules that can be absorbed by cells.

D. The main function is to break food down in the stomach into small pieces of food that can be used by the body.

E. The main function is to carry bits of food and nutrients to all the different parts of our body.

F. The main function is to store food so that we can get energy when we need it.

Example physics: phase changes

Put five ice cubes in a glass. After 20 minutes, most of the ice had melted to form “ice water”. There were still some small pieces of ice floating in the water. Measure temperature of ice water . Then add five more ice cubes. Three minutes later, measure the temperature.

A. The temperature of the “ice water” increased

B. The temperature of the “ice water” decreased

C. The temperature of the “ice water” stayed the same

Example Chemistry: Atom structure

A group of friends is looking at grains of salt through a magnifying glass.

They are wondering what they would see if they had a device powerful

enough to see the individual atoms. These are their answers:

A. The atoms would be packed tightly together. They would look like a solid material without any empty spaces

between the atoms.

B.I would see vibrating atoms arranged in an orderly way with spaces between them. There would be nothing in

the spaces, not even air.

C.I think I would see atoms not moving and arranged in an orderly way. There would be space between the

atoms. The space would be filled with air.

D.I think I would see atoms in the shape of small cubes. Each of these cubes would join together to form a larger

cube of salt.

E.I think I would see lots of vibrating atoms connected together by little lines. The lines connecting each atom

give them a definite cube shape.

F.I think I would see individual atoms moving from place to place. They would be moving all about the inside of

the crystal shape.

Example chemistry: chemical bonding

• The neon atom tends NOT to lose any electrons because

A. The ionization energy is so high

B. That would result in a negative ion

C. Of its relatively strong effective nuclear charge

D. Its electrons are paired together within the same orbitals

ConcepTests & Peer Instruction

• What are characteristics of ConcepTests?

• Can you give an example of a topic or lesson where you would use this?

• Why would you prefer this method to any other?

• What voting distributions were encountered (and are possible)? How would you react on each one?

• Can you think of any practical tips?

Scheme for using ConcepTests

Review: step-by-step

• Divide lesson in key-topics• Teach about 1st topic• Present Concept test• Short individual thinking time• Students “vote” with answer cards• Vote results determine subsequent steps:

– Students discuss in groups of 2– Brief explanation and move on

• Students “vote” again– Eventually new ConcepTest– If result not good, additional instruction

Practical aspects

• Select example in manual, or choose new topic.

• Integrate a ConcepTest in lesson plan process, paying attention to:

- What are key topics of the lesson?- What are possible misconceptions with the students?- What actions do you plan before the concepTest?- Integrate voting & peer instruction.

• Evaluate each other’s lesson plan process, using the checklist.

How to make concepTests?

• Vote results• Information from peer discussions• Results from exams• Research

Make your own concept cartoon/ ConcepTest

Identify the misconception

Make an open question

Categorize the answers

Make draft concept

cartoon/test

Try-out in class Analyze responses and

modify

Conclusion

• Compare Concept Cartoons and ConcepTests and list similarities and differences.

• Can both techniques be used in your teaching? List arguments pro and contra.

References

• Driver, R. et al., 1994, Making Sense of Secondary Science: Research into Children’s Ideas, Routledge, 210p.

• Mazur, E., 1997, Peer Instruction: A User’s Manual, Prentice Hall, 253p.

• Keeley, P. et al., 2005, Uncovering Student Ideas in Science: 25 Formative Assessment Probes, Vol. 1, NSTA Press, 193p.

• Keeley, P. et al., 2007, Uncovering Student Ideas in Science: 25 Formative Assessment Probes, Vol. 2, NSTA Press, 194p.

• Keeley, P. et al., 2009, Uncovering Student Ideas in Science: 25 Formative Assessment Probes, Vol. 4, NSTA Press, 184p.

• Naylor S., Downing, B. and Keogh B. (2001) An empirical study of argumentation in primary science, using Concept Cartoons as the stimulus. Third International Conference of the European Science Education Research Association. Thessaloniki, Greece