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Conceptual science teaching: concept cartoons & concepTests


An introduction to Concept Cartoons and ConcepTests for Cambodian science teachers.

An introduction to Concept Cartoons and ConcepTests for Cambodian science teachers.

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  • 7
  • Do you recognize these characteristics in the 3 cartoons?
  • We will discuss 3 ways to use concept cartoons in a student centered way.You can also use concept cartoons in combination with other sca, such as “In the Fishbowl”Participants first experience the activity and then reflect on it.
  • By adding extra circumstances the teacher can make it more difficultCC can be discussed at different levels, e.g. including diffraction
  • Can be done with worksheet: Select the answer that best matches your thinking. Explain your thinking.2. Questions for reflection or for class discussionWith which idea/proposition do you agree? Is more than one idea correct? Why is this question important? Students need to think about why a certain answer is correct or not. Maybe a statement is only partly true. This reflection time can be accompanied by small experiments.Students can also be asked to think of a good definition of the concept shadow.3. Class discussion depending on voting distribution.Reflection question:Why is class discussion a good choice for this activity?
  • TT believe that shadow is physical object that accompanies an object always, sometimes you can see it.
  • If they reach consensus very rapidly, they must find reasons why students may have another idea. Otherwise, you can add extra elements such as making distinction between a clouded night and a clear sky night with full moon.Let groups with different views share their arguments and organize a class discussion. Discuss which alternative(s) seem(s) acceptable and what further information we need to be sure. Ask students whether they changed their initial opinion.Reflection questions:Why is group discussion a good choice for this activity?Alternative: could this activity be done as a whole class activity? Why (not)?
  • Setting up investigation: trying to investigate the overlap of shadows. It is important that they simulate the 2 situations: not transparent and transparent. Present them with the available material, but don’t give too many instructions. Students should try to design and execute the experiment themselves.Class discussion about the concept shadow. Due to the complex situation, the previous definition of the concept shadow may have to be reconsidered and broadened.Reflection questions:Why is Experimental investigation a good choice for this activity?Alternative: could this activity be done as a whole class activity or as a group activity? Why (not)?
  • 1. Each group (groups of 2) selects/ receives 3 concept cartoonsWhich method would you use?For one concept cartoon, prepare a 10 minute lesson fragment, using the concept cartoon. Keep lesson fragments for future use in workshops.Are other methods possible? Why (not)?In which stage of the lesson do you use the CC? Why?2. Study each others lesson fragments: Assign a group leader for each group.Would you apply the same method for this concept cartoon?What would you change and why?Would you use the CC in the same lesson stage? Why (not)?3. Apply changes4. Mock lesson (part) & discussionDiscussion questions:Integration in lesson plan: stage 3 (beginning or end)Time use: teacher should clearly indicate discussion time for students Peer investigation by TT members:Experimental method: students or teacher?Stage 3: Group discussion if lot of misconceptionsClass discussion if daily life related. To save time. More as review activity.Use of traffic lights for feedback.What is discussion stops quickly?Powerful in combination with experiment.-
  • 2 examples per science subject.
  • Which possible misconceptions are addressed in this CT?
  • Divide the class in groups of 2.Show this slide after presenting & discussing one or two examples.Use manual to answer these questions? (Maybe first try to answer and then check in manual?)Is there a lot of noise in the class? How do you feel about it?Voting method better and peer instruction: reasons.1. every student has the chance to rehearse their answer (verbally) to their partner, before having to speak it out in class.2. Afterwards far more students become willing to put up their hands to reply.3. How many disappointed looks do you get when a student is ‘bursting’ to tell you the answer, and you choose someone else? They can now turn to their partner and nod as if to say ‘I knew that, didn’t I?’ 4. Rehearsing their response means they can compare what they thought with the answers that are given. If they have not understood, they will become aware of this and try to make sense of their confusion.
  • Discussion: - How much time per step? Discussion per 2 should be really short.max. 2 minutes.
  • In groups of 2 teachers.Present their resultsEvaluating questions:Does the conceptest relate to the key topic explained before?Does it focus on conceptual (deeper) understanding?Does it reflect possible misconceptions with students?Is there likely to be a mix in correct and wrong answers? (Is the difficulty level ok)Is there an added value in the peer instruction process?Are wrong answers discussed?Does the teacher take the vote result into account?
  • Use the misconceptions from the first exercise.
  • Comparative questions:Compare the two techniques and list similarities and differences.Can both techniques be used in your teaching? List arguments pro and contra.Similarities:Conceptual thinkingDiscussion, argumentation promotionRelated to students’ misconceptions,Differences:Graphical aspectConceptests usually as formative assessment toolDaily life, conceptests can be abstract MCQ.Shorter time use, easier to make vs. Stronger learning instrument