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Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education

Received: 1 November 2021     Accepted: 23 November 2021     Published: 7 December 2021
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Abstract

In this study, static visual displays of titration created by the university-level pre-service chemistry education students was investigated. The aim for the students was to learn the theory of titrations, using self-prepared cartoon strips with supportive texts. Attention was paid to the titration cartoon strips students made which were suitable for both learning and teaching purposes. The basis of this study was students’ own drawings: students observed and visualized the titration process, and built their own representation of it. Simple models were created using pencil and paper. The goals were to determine how students regard the learning tool, how drawing cartoon strips helps their learning, and what kind of demands can be stated for a clear and pedagogically valuable titration cartoon strip. The research methods used were a questionnaire for students, analysis of students’ task reports, and interviews with the course instructors. Students found the visualization of titration using cartoon strips to be motivating and positive, as well as useful for their own learning. They also felt it was a new method for considering titration. It helped them deepen their understanding of titration and assess it to be useful for their work in the future as teachers. According to the course instructors, students needed supportive discussions to accompany their drawing tasks. Furthermore, cartoon strips were a valuable tool for instructors to evaluate learners’ understanding and to correct misconceptions.

Published in Science Journal of Education (Volume 9, Issue 6)
DOI 10.11648/j.sjedu.20210906.12
Page(s) 198-206
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Pre-service Teacher Education, Teaching Practices, Learning Styles, Teaching Methods in Science, Cognitive Skills

References
[1] Merriam-Webster, https://www.merriam-webster.com/dictionary/visualization.
[2] Williamson, V. M. (2015). What is the research evidence for using visualization techniques in the chemistry classroom? How should these techniques be implemented? LUMAT: International Journal of Math, Science and Technology Education, 3 (4): 545-555.
[3] Akaygun, S. (2016). Is the oxygen atom static or dynamic? The effect of generating animations on students' mental models of atomic structure. Chemistry Education Research and Practice, 17 (4): 788-807.
[4] Kelly, R. (2014). Using variation theory with metacognitive monitoring to develop insights into how students learn from molecular visualizations. Journal of Chemical Education, 91 (8): 1152-1161.
[5] Kelly, R. and Jones, L. (2008). Investigating students' ability to transfer ideas learned from molecular animations of the dissolution process. Journal of Chemical Education, 85 (2): 303-309.
[6] E. Trnova, J. Trna, and V. Vacek. “The roles of cartoons and comics in science education,” in: 10th International Conference Hands-on Science, Educating for Science and through Science, Kosice (Slovakia): P. J. Safarik University, 2013, pp. 240-244. www.researchgate.net/publication/272978319_The_Roles_of_Cartoons_and_Comics_in_Science_Education
[7] Kelly, R. and Akaygun, S. (2016). Insights into how students learn the difference between a weak acid and a strong acid from cartoon tutorials employing visualizations. Journal of Chemical Education, 93 (6): 1010-1019.
[8] Akaygun, S., Adadan, E., and Kelly, R. (2018). Capturing preservice chemistry teachers’ visual representations of redox reactions through storyboards. Israel Journal of Chemistry, 58: 1-12.
[9] S. Markic, J. Broggy, and P. Childs, “How to deal with linguistic issues in chemistry classes,” in Teaching Chemistry – A Studybook, A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers, I. Eilks and A. Hofstein, Eds. Rotterdam: Sense Publishers, 2013, pp. 127–152.
[10] Milne, R. W. (1999). A low-cost activity for particle conceptualization at the secondary level. Journal of Chemical Education, 76 (1): 50-52.
[11] Ainsworth, S., Prain, V., and Tytler, R. (2011). Drawing to learn in science. Science, 333 (6046): 1096-1097.
[12] Prain, V. and Tytler, R. (2012). Learning through constructing representations in science: a framework of representational construction affordances. International Journal of Science Education, 34 (17): 2751-2773.
[13] A. Paivio, Mental Representations: A Dual Coding Approach, Great Britain: Oxford University Press, 1986.
[14] Ardac, D., and Akaygun, S. (2005). Using static and dynamic visuals to represent chemical change at molecular level. International Journal of Science Education, 27 (11): 1269-1298.
[15] Kelly, R. M., Barrera, J. H., and Mohamed, S. C. (2010). An analysis of undergraduate general chemistry students’ misconceptions of the submicroscopic level of precipitation reactions. Journal of Chemical Education, 87 (1): 113-118.
[16] D. Myhill, S. Jones, and R. Hopper, R., Talking, Listening, Learning: Effective Talk in the Primary Classroom. Berkshire, Great Britain: McGraw-Hill Education, 2005.
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  • APA Style

    Välisaari Jouni, Nuora Piia. (2021). Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education. Science Journal of Education, 9(6), 198-206. https://doi.org/10.11648/j.sjedu.20210906.12

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    ACS Style

    Välisaari Jouni; Nuora Piia. Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education. Sci. J. Educ. 2021, 9(6), 198-206. doi: 10.11648/j.sjedu.20210906.12

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    AMA Style

    Välisaari Jouni, Nuora Piia. Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education. Sci J Educ. 2021;9(6):198-206. doi: 10.11648/j.sjedu.20210906.12

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  • @article{10.11648/j.sjedu.20210906.12,
      author = {Välisaari Jouni and Nuora Piia},
      title = {Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education},
      journal = {Science Journal of Education},
      volume = {9},
      number = {6},
      pages = {198-206},
      doi = {10.11648/j.sjedu.20210906.12},
      url = {https://doi.org/10.11648/j.sjedu.20210906.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210906.12},
      abstract = {In this study, static visual displays of titration created by the university-level pre-service chemistry education students was investigated. The aim for the students was to learn the theory of titrations, using self-prepared cartoon strips with supportive texts. Attention was paid to the titration cartoon strips students made which were suitable for both learning and teaching purposes. The basis of this study was students’ own drawings: students observed and visualized the titration process, and built their own representation of it. Simple models were created using pencil and paper. The goals were to determine how students regard the learning tool, how drawing cartoon strips helps their learning, and what kind of demands can be stated for a clear and pedagogically valuable titration cartoon strip. The research methods used were a questionnaire for students, analysis of students’ task reports, and interviews with the course instructors. Students found the visualization of titration using cartoon strips to be motivating and positive, as well as useful for their own learning. They also felt it was a new method for considering titration. It helped them deepen their understanding of titration and assess it to be useful for their work in the future as teachers. According to the course instructors, students needed supportive discussions to accompany their drawing tasks. Furthermore, cartoon strips were a valuable tool for instructors to evaluate learners’ understanding and to correct misconceptions.},
     year = {2021}
    }
    

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    AB  - In this study, static visual displays of titration created by the university-level pre-service chemistry education students was investigated. The aim for the students was to learn the theory of titrations, using self-prepared cartoon strips with supportive texts. Attention was paid to the titration cartoon strips students made which were suitable for both learning and teaching purposes. The basis of this study was students’ own drawings: students observed and visualized the titration process, and built their own representation of it. Simple models were created using pencil and paper. The goals were to determine how students regard the learning tool, how drawing cartoon strips helps their learning, and what kind of demands can be stated for a clear and pedagogically valuable titration cartoon strip. The research methods used were a questionnaire for students, analysis of students’ task reports, and interviews with the course instructors. Students found the visualization of titration using cartoon strips to be motivating and positive, as well as useful for their own learning. They also felt it was a new method for considering titration. It helped them deepen their understanding of titration and assess it to be useful for their work in the future as teachers. According to the course instructors, students needed supportive discussions to accompany their drawing tasks. Furthermore, cartoon strips were a valuable tool for instructors to evaluate learners’ understanding and to correct misconceptions.
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Author Information
  • Department of Education, University of Jyvaskyla, Jyvaskyla, Finland

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