UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The aim of this research is to determine the students' misconceptions of using concept cartoons and to evaluate the lessons taught with concept cartoons according to the students' opinions. The model of the research is the case study, which is one of the qualitative research methods. Participants are a total of 82 students, attending the 3rd grade (8 years old). Descriptive analysis method was used in the analysis of the data. Considering the results of the research, although most of the students chose the right character and stated the reasons for finding operational mistakes, it was determined the students who stated that they agreed with the characters in the wrong instruction and put forward reasons, most of which included misconceptions. For the lessons taught with concept cartoons, students; that they like concept cartoons very much, that they create curiosity and excitement in themselves, by using concept cartoons, they will not make mistakes, and even if they make mistakes, they will be able to realize and correct their mistakes by discussing with their friends and teachers, that the lessons cannot always be done with concept cartoons, that the teachers will make this decision stated as. As a result, it has been concluded that the use of concept cartoons is effective in identifying students' misconceptions and understanding their thinking processes, and that concept cartoons can be used easily in classrooms, increasing the interest and motivation of students, and enabling them to learn while having fun.
Keywords: concept cartoon, mathematics, misconception, mistakes, primary school |
| References |
Ali, S. R., & Mukhtar, F. (2017). A case study of fun learning with numeracy of preschoolers. Southeast Asia Early Childhood Journal, 6, 51-58. https://doi.org/10.37134/saecj.vol6.6.2017 Ashlock, R. B. (2002). Error patterns in computation: Using error patterns to improve instruction. Prentice Hall. Baki, A., & Aydın Güç, F. (2014). Ninth grade students' misconceptions about cyclic decimal notation. Turkish Journal of Computer and Mathematics Education, 5 (2), 176-206. https://dergipark.org.tr/en/download/article-file/201371 Balım, A.G., İnel, D., & Evrekli, E. (2008). The effects of using the concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions. Elementary Education Online, 7(1), 188-202. https://dergipark.org.tr/tr/download/article-file/90981 Bamberger, H. J., Oberdorf, C., & Schultz-Ferrell, K. (2010). Math misconceptions: From misunderstanding to deep understanding. Heinemann. Birişçi, S., Metin, M., & Karakaş, M. (2010). Pre-service elementary teachers’ views on concept cartoons: A sample from Turkey. Middle-East Journal of Scientific Research, 5 (2), 91-97. http://www.idosi.org/mejsr/mejsr5(2)/7.pdf Borasi, R. (1994). Capitalizing on errors as “springboards for inquiry”: A teaching experiment. Journal for research in mathematics education, 25(2), 166-208. https://doi.org/10.2307/749507 Cockburn, A. D., & Littler, G. (2008). Mathematical misconceptions: A guide for primary teachers. Sage. Creswell, J. W. (2016). Research design.: Qualitative, quantitative, mixed methods approaches. University of Nebraska-Lincoln. Dabell, J. (2004). The maths coordinator’s file- using concept cartoons. PFP Publishing. Dabell, J. (2008). Using concept cartoons. Mathematics Teaching Incorporating Micromath, 209, 34-36. https://paperzz.com/doc/8022763/using-concept-cartoons Dabell, J., Keogh, B., & Naylor, S. (2008). Concept cartoons in mathematics education. Millgate House. Davey, L. (1990). The application of case study evaluations. Practical assessment. Research & Evaluation, 2(9). https://doi.org/10.7275/02g8-bb93 Davidson, S., & Askew, M. (2012). Concept cartoons as a way to elicit understandings and encourage reasoning about decimals in Year 7. Mathematics Education Research Group of Australasia. https://files.eric.ed.gov/fulltext/ED573204.pdf Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5, 194-197. https://doi.org/10.1016/S0897-1897(05)80008-4 Ekici, F., Ekici, E., & Aydın, F. (2007). Utility of concept cartoons in diagnosing and overcoming misconceptions related to photosynthesis, International Journal of Environmental and Science Education, 2(4), 111-124. https://files.eric.ed.gov/fulltext/EJ901275.pdf Fuson, K. C., Clements, D. H., & Sarama, J. (2015). Making early math education work for all children. Phi Delta Kappan, 97(3), 63-68. https://journals.sagepub.com/doi/pdf/10.1177/0031721715614831 Glesne, C. (2012). Becoming qualitative researchers: An introduction. Pearson. Hansen, A., Drews, D., Dudgeon, J., Lawton, F., & Surtees, L. (2020). Children′ s errors in mathematics. Sage. Jamil, N. (2015). Pemahaman guru pendıdıkan awal kanak-kanak terhadap konsep awal matematık: Understanding of preschool teachers in early mathematics concepts. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 4, 64–80. https://ejournal.upsi.edu.my/index.php/JPAK/article/view/847 Kabapınar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice, 5(1), 135–146. https://www.researchgate.net/publication/265411400_Effectiveness_of_Teaching_via_Concept_Cartoons_from_the_Point_of_View_of_Constructivist_Approach Kabapınar, F. (2009). What makes concept cartoons more effective? Using research to inform practice. Education and Science, 34 (154), 104-118. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.988.74&rep=rep1&type=pdf Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446. https://doi.org/10.1080/095006999290642 Keogh, B., Naylor, S. & Downing, B. (2003). Children interactions in the classroom: Argumentation in primary science. 4th European Science Education Research Association Conference, Noordwijkerhout, Netherland, (pp. 19-23). Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. A sourcebook of new methods. SAGE. Moore, C., & Shulock, N. (2010). Divided we fail: Improving completion and closing racial gaps in California’s community colleges. Institute for Higher Education Leadership & Policy. https://files.eric.ed.gov/fulltext/ED513823.pdf Naylor S., Downing, B., & Keogh B. (2001). An empirical study of argumentation in primary science, using concept cartoons as the stimulus, Third International Conference of the European Science Education Research Association. Thessaloniki, Greece. Naylor, S., & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10(2), 93–106. http://www.jstor.org/stable/43156211 Naylor, S., & Keogh, B. (2013). Concept cartoons: What have we learnt? Journal of Turkish Science Education, 10(1), 3-11. https://www.tused.org/index.php/tused/article/view/273/223 Naylor, S., Keogh, B., & Downing, B. (2007). Argumentation and primary science. Research in science education, 37, 17-39. https://doi.org/10.1007/s11165-005-9002-5 Ojose, B. (2015). Students’ misconceptions in mathematics: Analysis of remedies and what research says. Ohio Journal of School Mathematics, 72, 30-34. https://kb.osu.edu/bitstream/handle/1811/78927/OJSM_72_Fall2015_30.pdf?sequence=1 Önal, H., & Altiner, E. Ç. (2022). The effect of the use of concept cartoons on students’ success in mathematics (time measurement). The Journal of Educational Research, 115(4), 246-257. https://www.tandfonline.com/doi/pdf/10.1080/00220671.2022.2117127 Önal, H., & Aydın, O. (2022). Determination of primary school students four operational errors and suggestions for solution. Kırşehir Eğitim Fakültesi Dergisi, 23(Special issue), 177-210. https://dergipark.org.tr/en/download/article-file/1976349 Pound, L. (2008). Thinking and learning about mathematics in the early years. Routledge. Ryan, J., & Williams, J. (2007). Children’s mathematics 4–15: Learning from errors and misconceptions. Open University Press. Sadi, A. (2007). Misconceptions in numbers. UGRU Journal, 5, 1-7. https://docplayer.net/24118921-Misconceptions-in-numbers-dr-amar-sadi-mathmatics.html Samková, L. (2017). Using concept cartoons to investigate future teachers’ knowledge—new findings and results. Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development, (pp. 207-216). https://pse.hu-berlin.de/de/forschung-und-lehre/professuren/copy_of_dbr/erme/scientific-programme-1/papers/samkova-clean-version.pdf Sexton, M. (2008). Using concept cartoons to gain insights into children’s preferred mathematics learning environments [Unpublished master thesis. Ballarat]. Australian Catholic University. Sexton, M., Gervasoni, A., & Brandenburg, R. (2009). Using a concept cartoon to gain insight into children’s calculation strategies. Australian Primary Mathematics Classroom (APMC), 14(4), 24-28. https://files.eric.ed.gov/fulltext/EJ885812.pdf Sia, S. P., & Abu Bakar, K. (2022). Improving the addition of preschool children through the use of concrete and visual materials. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 11, 103-113. https://doi.org/10.37134/jpak.vol11.sp.9.2022 Sophian, C. (2017). The origins of mathematical knowledge in childhood. Routledge. Spooner, M. (2002). Errors and misconceptions in maths at key stage 2: Working towards success in sats. David Fulton. Uğurel, I., & Moralı, S. (2006). Karikatürler ve matematik öğretiminde kullanımı [Comics and their use in mathematics teaching]. Milli Eğitim Dergisi, 34 (170), 1–10. https://dergipark.org.tr/tr/download/article-file/470425 Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and middle school mathematics: Teaching developmentally. Pearson Education. Witzel, B. S., & Little, M. E. (2016). Teaching elementary mathematics to struggling learners. Guilford Press. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |