- CONCEPT CARTOONS
Description Design and AdministrationGeneral
Implementation
AttributesConcept Cartoons were
originally developed in
the United Kingdom as
cartoon drawings that
visually depict children
or adults sharing their
ideas about common,
everyday phenomena
(Naylor & Keogh,
2000). Students decide
which character in the
carton they agree with
most and why. Cartoon
characters’ comments
about the situation
presented in the
cartoon include an idea
that may be more
scientifically acceptable
than the others as well
as alternative ideas
based on common
misconceptions.
Sometimes thee is not
single right answer as
it may depend on
factors that surface
during student
discussion about the
cartoon. Figure 4.6
(next page) shows an
example of a Concept
Cartoon related to the
topic of transfer of
energy.
Concept Cartoons are designed to probe
students’ thinking about everyday situations they
encounter that involve the use of scientific ideas.
Teachers can use concept cartoons that are already
published and available, create their own from
scratch, or adapt written assessment probes to a
cartoon format. Consider using students who like to
draw to create the characters and the setting for your
cartoon and then add your distracters to the thought
bubbles. Figure 4.7 shows an example of a teacher-
developed concept cartoon using the process
described in Science Curriculum Topic Study for
developing formative assessment probes. If you
create your own Concept Cartoons, limit the amount
of text. Check to be sure there are not contextual
clues that might cue the “right answer” such as
“happier” facial expressions or one character having a
more technical and detailed explanation. Before
showing the cartoon, introduce the topic to students.
You can provide the cartoon as a printed handout, as
a projected image, or sketch it out for students on a
chart or whiteboard.
Concept Cartoons work well as a small group
or whole-class discussion stimulus as long as
individual students first have an opportunity to
activate their own thinking.
Give students time to individually think about
their own ideas and then have small groups of
students discuss their ideas and try to come to some
consensus. At this point, the teacher is circulating and
listening to ideas being discussed but not passing
judgment on students’ ideas. Have each group share
with the whole class the ideas they came up with
perhaps followed by voting on the one that seems
most acceptable to the class. When possible, follow
up the discussion by providing students with the
opportunity to test out their ideas and share the
outcomes of their inquiries. Use the results to draw
students into a whole-group discussion to share their
findings, consider what they have learned, and
explain how their ideas have changed or been
modified in some way. Probe further to find out what
evidence led students to modify or change their
thinking.Ease of Use:
High
Cognitive Demand:
Medium
Time Demand:
Medium