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Concept cartoons© as a visual, cognitive-conflict-based method for inducing conceptual change

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

Concept cartoons© present an everyday situation visually with dialog bubbles from 3–5 fictional characters whose differing views create conflict that leads discussants to argumentation. The article states "Individual statements of these characters support formation of conflicts which lead discussants to argumentation", aiming to induce cognitive conflict that disturbs students' current expectations and drives conceptual change. Most character views are naïve but appear logical, and one is usually scientifically acceptable; statements are drawn from research on the most common children's views.

Design Implications

Context

Requirements

  • The method requires pictures with everyday situations and dialog bubbles whose statements derive from researched preconceptions of the topic

Constraints

  • The article notes conceptual change is a very complex process and students' ideas are very resistant to change

Target Learners

  • fourth-grade primary school students

Learning Goals

  • scientifically acceptable explanations of natural phenomena
  • argumentation and reasoning with evidence

Claims

Examples

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Key Sources

  • 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://ejmste.com
Page metadata
Field Value
type design
id concept-cartoons-method-framework
title Concept cartoons© as a visual, cognitive-conflict-based method for inducing conceptual change
description Concept cartoons© present an everyday situation visually with dialog bubbles from 3–5 fictional characters whose differing views create conflict that leads discussants to argumentation.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — michaela-minárechová-2016

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