Concept cartoons are a specific educational tool used in science teaching, designed to probe and challenge students' ideas about scientific concepts. Originating from the work of Brenda Keogh and Stuart Naylor in 1991, these cartoons are not commercial products or promotional offers, but visual aids used within educational settings. They present cartoon-style drawings of characters debating or questioning scientific phenomena, with the aim of stimulating discussion, revealing student misconceptions, and encouraging critical thinking. For UK teachers, parents, and educational enthusiasts, understanding what concept cartoons are, how they are used, and the range of topics they cover is essential for integrating them effectively into learning environments.
What Are Concept Cartoons?
Concept cartoons are a form of visual representation for science ideas. They utilise a simple cartoon style to depict a range of viewpoints about scientific concepts in situations designed to motivate and engage students. The core purpose is to stimulate discussion of students' ideas. They are built upon constructivist views of learning, where knowledge is built by the learner. By presenting human characters who put forward various alternatives, concept cartoons invite students to justify their own ideas, clarify their scientific thinking, and consider the ideas of others. Rather than seeking a single correct answer, the teacher's role is to analyse the student's reasoning behind their choices.
Each cartoon typically shows different characters arguing about the answer to a question or debating alternate explanations of a scientific phenomenon. The student is asked to consider the question and explain why each character's response is reasonable or unreasonable. One character's response is usually aligned with the scientific point of view, while the others are drawn from children's typical confusions or misunderstandings. This approach benefits from information presented visually with a minimal text or language load, making it accessible. Students often enjoy directing their responses to the characters themselves, which motivates them to engage in serious thinking and reasoning. Concept cartoons can be used to stimulate discussion before, during, or at the conclusion of an investigation.
Origins and Development
Concept cartoons were created in 1991 by educational researchers Brenda Keogh and Stuart Naylor. Their development was informed by constructivist learning theories, which emphasise the importance of students' existing ideas in shaping new understanding. The tool was designed to make abstract scientific concepts more tangible and to provide a safe, non-threatening platform for students to express and confront their ideas. Over the years, concept cartoons have been incorporated into various curriculum units, with sets of cartoons often accompanying specific topics to guide inquiry and assessment.
Applications in Science Education
Concept cartoons are versatile and can be applied across a wide range of science topics and educational levels. They are used to introduce new concepts, assess prior knowledge, facilitate group discussions, and evaluate student understanding. The visual and narrative format helps to reduce the cognitive load associated with dense scientific text, allowing students to focus on the conceptual ideas being presented.
In the UK, where the science curriculum emphasises inquiry-based learning and the development of scientific reasoning, concept cartoons align well with pedagogical goals. They support the National Curriculum's aims for students to develop their ability to think critically about science and to understand the nature of scientific enquiry. Teachers can use these cartoons to create engaging lessons that cater to different learning styles and to foster a classroom culture where ideas are openly discussed and challenged.
Range of Science Topics Covered
The provided source material indicates a broad and diverse range of science topics that have been developed into concept cartoons. These topics span various branches of science, including physics, biology, chemistry, earth science, and geography. The following sections detail the specific areas covered, based on the documented examples.
Physics Concepts
Concept cartoons in physics cover fundamental topics such as gravity, sound, weight, and light. For gravity, cartoons explore ideas through scenarios like bungee jumping, and the relationship between size and the speed of falling. Sound-related cartoons likely probe concepts of how sound travels or is produced. Weight is a particularly rich area, with cartoons addressing questions like whether weight changes in water, the weight of air inside a balloon, the weight of helium, and the effect of kicking a ball. Other weight-related cartoons consider the weight of different materials, estimating the weight of an animal like a dog, the weight changes during a chemical reaction (burning magnesium), and the idea of weight when breaking a large object into smaller pieces. Light and shadows are also covered, as are cartoons about magnets and liquids.
Biology and Life Sciences
In biology, concept cartoons address topics such as colour perception, materials, atoms and molecules, chemical notations, and chemical reactions. They also cover food webs, plants, and pollination. Specific plant-related cartoons ask whether plants get heavier when growing and where the extra weight comes from, or whether seeds can grow in the dark. Pollination cartoons would explore the processes and agents involved in plant reproduction. The topic of 'What is Science?' itself is also covered, helping students to understand the nature of scientific inquiry.
Earth and Environmental Science
The earth science category includes extensive coverage of climate and climate change. Cartoons explore the impacts of climate change on ecosystems, general effects, and specific cases like climate change and penguins (though a note indicates this one links climate change primarily to driving cars and uses animal characters). Weather-related cartoons cover weather maps, forecasts (including the challenge of interpreting conflicting forecasts based on models versus traditional signs like red skies at sunset), the chance of rain, and weather recording instruments. Other topics include wind, day and night, the solar system, seasons, and the reflection and absorption of solar radiation (albedo).
Environmental science topics are prominent, with cartoons about acid rain, pollution, littering, garbage, and deforestation. Energy sources are a significant focus, with cartoons covering water, wind, solar, geothermal, fossil, nuclear, and biogas energy. A specific cartoon on nuclear energy raises the question of whether nuclear energy is 'green', though it is noted that this cartoon may not fully address the complexities of nuclear waste and uranium supply limitations. Natural hazards are also covered, with cartoons on behaviour during quicksand, tornadoes, and in a hot air balloon during lightning. Erosion, altitude, water (including freezing, condensation, evaporation, and conservation), and landforms are additional earth science topics. Soil is addressed with cartoons about dead things in soil and carbon in scat, though one note clarifies that the carbon in scat cartoon does not mention carbon storage in soil.
Mathematics and Other Subjects
Beyond pure science, concept cartoons have been extended to other subjects. In mathematics, they cover addition, multiplication (including whether multiplication always makes a number bigger, multiplication and the decimal point, and currency conversion), the decimal point and fractions, shapes and angles, and probability. English language concept cartoons are also mentioned, though specific examples are not detailed in the provided source material.
Using Concept Cartoons in the Classroom or at Home
For UK educators and parents, implementing concept cartoons involves a structured approach. The process typically begins with selecting a cartoon relevant to the topic being studied. The cartoon is presented to students, who are then asked to read the characters' statements and decide which one they agree with and why. It is crucial that students explain their reasoning, as this reveals their conceptual understanding.
Teachers can facilitate group discussions where students share their choices and justifications. This allows for peer learning and exposes students to a variety of perspectives. The teacher's role is to guide the discussion, highlight scientific principles, and correct misconceptions without simply providing the answer. Concept cartoons can also be used for individual assessment, where students write their explanations.
When using cartoons, it is important to consider the age and ability of the students. Some cartoons may be more suitable for primary school pupils, while others are designed for secondary education. The minimal text and visual appeal make them accessible for learners with varying language proficiencies. For parents using these at home, the same principles apply: encourage discussion, ask open-ended questions, and focus on the reasoning process rather than the 'correct' answer.
Evaluating and Selecting Concept Cartoons
With a wide variety of concept cartoons available, it is important to evaluate their quality and appropriateness. The source material notes that some cartoons may contain errors or oversimplifications. For example, one climate change cartoon is noted to have spelling mistakes and links climate change only to driving cars, which is an oversimplification. Another cartoon on nuclear energy may not fully represent the scientific debate. Therefore, educators and parents should critically assess the content, ensuring it aligns with accurate scientific understanding and curriculum standards.
When selecting cartoons, it is advisable to use those from reputable educational sources, such as academic institutions, established educational publishers, or verified curriculum resources. The original work by Keogh and Naylor is a primary source, and many subsequent cartoons are developed by educational researchers and practitioners. Caution should be exercised with cartoons from unverified online sources, and they should be cross-referenced with reliable scientific information.
The Role of Concept Cartoons in Modern Education
In the context of the UK education system, concept cartoons serve as a valuable tool for implementing inquiry-based learning and promoting scientific literacy. They align with the emphasis on developing students' ability to think like scientists—questioning, investigating, and evaluating evidence. By making abstract concepts concrete and engaging, they help to demystify science and build confidence.
Furthermore, concept cartoons support inclusive education. Their visual and narrative format can engage students who might struggle with traditional text-heavy resources. They also promote collaborative learning, as students work together to discuss and debate ideas. In an era where critical thinking and problem-solving are highly valued, concept cartoons provide a practical means to cultivate these skills from an early age.
Conclusion
Concept cartoons are a specialised educational tool for science teaching, developed to probe and challenge students' ideas through visual debate. They cover a vast array of topics across physics, biology, earth science, mathematics, and other subjects. For UK teachers, parents, and educational enthusiasts, they offer a dynamic method to stimulate discussion, reveal misconceptions, and foster deep conceptual understanding. While the source material provides extensive lists of topics and applications, it is essential to use concept cartoons critically, ensuring the content is accurate and pedagogically sound. By integrating these cartoons into learning environments, educators can enhance student engagement and support the development of robust scientific reasoning skills.