Effect of the use of concept cartoons on academic achievement, inquiry learning skills perceptions and motivation of students during education at the primary school "light" unit 7th grade science and technology course

Nowadays, in connection with the fast increase in knowledge and developments in technology, the understanding of education-learning also undergoes changes. Students undertake responsibilities as individuals with the ability to be active, to account for the circumstances encountered, research, question, and structurize the obtained knowledge throughout the education-learning process. Science education can be said to have a great role in earning these properties to individuals by implementing various methods and techniques. One of such methods and techniques used in science education is the concept cartoon. Concept cartoons constitute visual tools that present students with alternative views on a scientific occurrence or condition. Concept cartoons, which are thought to bring up various gains such as development of problem solving skills, increasing motivation in courses, acquiring a questioning view, is an innovative technique that promotes active involvement during classes. In this regard, the study aims to identify the effect of the use of concept cartoons on academic achievements, inquiry learning skills perceptions and motivation of students during education at the primary school "Light" unit 7th grade science and technology course. The study was conducted at the Manisa region Kula districts Vali Muzaffer Ecemis Secondary School during the second semester of 2013-2014 academic year. The workgroup of this study included a total of 58 students, 30 of which were in the experiment group and 28 were in the control group. While the "Light" unit was studied with the aid of concept cartoons in the experiment group, it was studied using the present curriculum in the control group. The study was performed throughout a total of 28 course hours, of which 4 course hours included pre-test applications, 20 course hours included experimental applications, and 4 course hours included post-test applications. Semi-structured interviews were conducted one week after the post-test applications. The study uses one of the experiment models - the semi-experimental pattern with pre-test/post-test control group. Students of experimental and control groups were given an "Academic Achievement Test", a scale for "Inquiry Learning Skills Perceptions" and a questionnaire for "Motivation toward Science Learning" in relation to the 7th grade "Light" unit in terms of pre-test and post-test. Therewith, a "Personal Information Survey" was implemented to gather information about the students. SPSS 17 pack software was used to analyze data obtained during the study. Therewith, the t-test and variance analysis were used to evaluate the data of sub-problems. According to the analysis results, no significant difference in academic achievement of the students in experiment group implementing the concept cartoons and students of control group implementing present curriculum was found (p>.05). Therewith, a significant difference towards the experiment group was identified in terms of the perception of inquiry learning skills and motivation towards sciences courses among the experiment and control group students (p<.05). According to the qualitative data; it can be said that experiment group students found classes conducted with concept cartoons to be more enjoyable, their interest toward classes increased, which aided them in developing different points of views. Based on the results of this study, recommendations can be made in relation to giving more place for concept cartoons in science education, possibility of implementation of concept cartoons jointly with other techniques and methods, implementation of concept cartoons in other grade levels and disciplines.