Students' group communication during concept cartoon© lessons depended mainly on the teaching topic, and scientific terms were never used¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Communication depended especially on teaching topics; students spoke spontaneously in familiar topics such as the inclined plane. → Michaela Minárechová 2016 q2 i? Use of scientific terms was registered never, in 100% of coded instances. → Michaela Minárechová 2016 (2)

Evidence¶

Michaela Minárechová 2016¶

Michaela Minárechová. (2016). Using a concept cartoon© method to address elementary school students' ideas about natural phenomena. European Journal of Science and Mathematics Education, Vol. 4, No. 2, 214-228. https://eric.ed.gov/?id=EJ1107824

q2 · i? · causal · r1

Direct structured observation of one student group per lesson (three constant groups, each observed three times over nine themes). "the communication of students depended especially on teaching topics"; answers in familiar topics were spontaneous and unprovoked by the teacher.

"Based on the observation of the three groups we can say that the communication of students depended especially on teaching topics. It was obvious that they had no problems with presenting their views in topics which they knew (due to them having experience) for example in topic of inclined plane."

Michaela Minárechová 2016 (2)¶

Michaela Minárechová. (2016). Using a concept cartoon© method to address elementary school students' ideas about natural phenomena. European Journal of Science and Mathematics Education, Vol. 4, No. 2, 214-228. https://eric.ed.gov/?id=EJ1107824

q2 · i? · causal · r1

Table 4 of the student-communication observation prints "Use of scientific terms Never 100"; majority group discussion, yes-no argumentation, and teacher-sourced drafts each occurred at 67%.

"Use of scientific terms Never 100"

Discussion¶

Related Claims¶

• The teacher implementing concept cartoons© supported discussion but took over the design of verification procedures, preventing students from attaining answers by their own cognitive activities — related
• Worksheet analysis of three students showed naïve ideas developing from practical verifications of their assumptions, especially in topics new to students — related
• Students' written opinions indicated they enjoyed concept-cartoon lessons, attended more, and came to believe they could understand mathematics — related