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), 2024. Published by Science Publishing Group |
Pre-service Teacher Education, Teaching Practices, Learning Styles, Teaching Methods in Science, Cognitive Skills
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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
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
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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Download@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}
}
TY - JOUR T1 - Drawing Cartoon Strips as a Learning Tool in Fostering the Learning of Titration in Pre-service Chemistry Education AU - Välisaari Jouni AU - Nuora Piia Y1 - 2021/12/07 PY - 2021 N1 - https://doi.org/10.11648/j.sjedu.20210906.12 DO - 10.11648/j.sjedu.20210906.12 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 198 EP - 206 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20210906.12 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. VL - 9 IS - 6 ER -
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