The effect of the use of concept cartoons in nervous system teaching on students' success and attitudes to the science course

In this study, it is aimed to examine the effect of using concept cartoons in science teaching on the academic achievement and attitude in the 6th grade "Nervous System" and the students' views on concept cartoons. The study was carried out using mixed methods. The research design of the qualitative dimension consists of a case study, while the research design of the quantitative dimension consists of an experimental design with pre-test and post-test control groups from experimental studies. The research was carried out on 48 students studying in the 6th grade of a public school in the 2021-2022 academic year. Of these students, 25 people formed the control group and 23 people formed the experimental group. As stated in the teaching curriculum, the study was limited to 8 course hours in two weeks. While the classroom activities have been planned, concept cartoons have been used with the existing curriculum fort he experimental group. In the control group, traditional methods were used in accordance with the current curriculum. In the study, a 19-item academic achievement test with a KR-20 reliability coefficient of 0.81, developed by the researcher, and a 5-point Likert-type "Attitude Scale towards Science and Technology Lesson" consisting of 40 items developed by Keçeci & Zengin (2015) were applied to both groups. In addition, data were collected from the experimental group students through a semi-structured interview form prepared by taking expert opinion. Quantitative data obtained were analyzed through the SPSS 26 program. While analyzing the results, t-test, one of the parametric analysis methods, was used. Qualitative data obtained as a result of semi-structured interviews were analyzed by content analysis method. At the end of the analysis, it was seen that there was a significant difference in the pre-test and post-test results of the academic achievement of the experimental and control group students. Similarly, it was determined that the results of the students in the experimental and control groups obtained from the attitude scale to science lesson had a significant difference. Based on the findings, it can be said that supporting the current program with concept cartoons is more effective in increasing the academic success of the students and developing positive attitudes towards the science lesson compared to the traditional teaching. The findings obtained from the qualitative data showed that the students found the science lesson enriched with concept cartoons more fun and instructive. They also stated that they learned more permanently and faster thanks to concept cartoons. They said that using concept cartoons in different units would contribute to their learning. As a result of the study, it was determined that the use of concept cartoons in science lessons is effective in increasing the academic achievement of students, developing a positive attitude towards the lesson, finding the science lesson more enjoyable and making the information more permanent.