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¶

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? Observation showed the teacher suggested drafts of verification procedures in 56% of coded instances and insufficiently clarified the work in 45% of activity introductions. → Michaela Minárechová 2016 q2 i? By presenting her own correct answers, the teacher risked students retaining their original imperfect ideas while reproducing the teacher's version. → 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 (adapted Fibonacci tools, Carulla 2012) of each concept-cartoon lesson, coded by frequency. Table 3 prints "Teacher insufficiently clarified to students work during the lesson" at 45%, teacher-suggested drafts at 56%, and no problems with classroom organization at 89%.

"Introduction of activity Teacher insufficiently clarified to students work during the lesson 45"

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

Authors' interpretation (type e) of the observation findings: the teacher interrupted "scientific work of students" and tried to influence the right answer, which the authors argue prevents modification of imperfect ideas. This is an interpretation, not a tested result.

"If the teacher presents his/her “correct answers” to students, so they will present the teacherʹs version. However they will constantly believe their own original imperfect ideas."

Discussion¶

Related Claims¶

• Students' group communication during concept cartoon© lessons depended mainly on the teaching topic, and scientific terms were never used — related
• Worksheet analysis of three students showed naïve ideas developing from practical verifications of their assumptions, especially in topics new to students — related
• The group-by-measurement interaction in CCT-X scores significantly favoured the concept cartoon group — related
• Group main effect: concept cartoon teaching explained 18% of variance in critical thinking scores between groups — related