Enhancing Formal Assessment Using Concept Cartoons in Physics: A Teacher's Perspective
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| Title: | Enhancing Formal Assessment Using Concept Cartoons in Physics: A Teacher's Perspective |
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| Language: | English |
| Authors: | William Zivanayi (ORCID |
| Source: | Science Education International. 2024 35(4):348-359. |
| Availability: | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education Grade 11 High Schools |
| Descriptors: | Foreign Countries, Secondary School Science, Secondary School Students, Secondary School Teachers, Physics, Science Instruction, Science Teachers, Cartoons, Concept Formation, Scientific Concepts, Concept Teaching, Teacher Attitudes, Formative Evaluation, Grade 11, Evaluation Methods, Teaching Methods, Audiovisual Aids, Active Learning, Inquiry, Discussion (Teaching Technique) |
| Geographic Terms: | South Africa |
| ISSN: | 1450-104X 2077-2327 |
| Abstract: | Fostering methods that promote learners' conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of Gqeberha were utilized for this study. A qualitative research approach which included a pre-intervention questionnaire, an intervention, and a post-intervention face-to-face interview was utilized. The intervention involved a discussion on how to use Concept Cartoons in formal assessment in the teaching of Newton's Laws. Pre-intervention phase results indicated that teachers were not using formal assessment techniques in their science lessons. Post-intervention results showed that teachers appreciated the use of Concept Cartoons as a formal assessment tool that could be used to improve conceptual understanding of Newton's Laws. The study concludes that Concept Cartoons have been effective as a science teaching tool. The use of Concept Cartoons provides an alternative formative assessment technique vital for the understanding of science concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463085 |
| Database: | ERIC |
| Abstract: | Fostering methods that promote learners' conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of Gqeberha were utilized for this study. A qualitative research approach which included a pre-intervention questionnaire, an intervention, and a post-intervention face-to-face interview was utilized. The intervention involved a discussion on how to use Concept Cartoons in formal assessment in the teaching of Newton's Laws. Pre-intervention phase results indicated that teachers were not using formal assessment techniques in their science lessons. Post-intervention results showed that teachers appreciated the use of Concept Cartoons as a formal assessment tool that could be used to improve conceptual understanding of Newton's Laws. The study concludes that Concept Cartoons have been effective as a science teaching tool. The use of Concept Cartoons provides an alternative formative assessment technique vital for the understanding of science concepts. |
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| ISSN: | 1450-104X 2077-2327 |
