Seventh-grade students taught the particulate nature of matter unit with concept cartoons achieved significantly higher post-test scores than control students taught with the current program¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group post-test achievement scores were significantly higher than control group scores after 8 weeks of concept cartoon instruction. → Ceylan 2018

Evidence¶

Ceylan 2018¶

Ceylan, Ö., & Yiğit, E. A. (2018). Analyzing the Effect of Concept Cartoon Usage on Students’ Cognitive Structures Developments and Science Achievements through Flow Maps. Science Education International, 29(4). https://eric.ed.gov/?id=EJ1205414

q2 · i? · causal · r2

Mann–Whitney U-test on achievement post-test scores in the semi-experimental pre-test/post-test design (27 experimental, 27 control). Mean ranks (34.41 vs 17.59) show the experimental group higher, supporting that "the teaching with concept cartoons was effective in enhancing the success of teaching."

"it is seen that there is a significant difference (U = 97.00, ρ < 0.05) between the achievement test scores of the students of the experimental group and the control group"

Discussion¶

Related Claims¶

• Experimental-group students taught with concept cartoons showed significant gains on all four flow map parameters, including correctness (misconception reduction) — related
• Experimental and control 7th-grade students did not differ significantly on achievement pre-test scores before the particulate nature of matter unit — related
• Concept-cartoon-based teaching significantly increased seventh graders' critical thinking scores within the experimental group — related
• A multiple-representations instruction significantly increased preservice chemistry teachers' scientifically appropriate classifications of particulate drawings from pretest to posttest — related