{"id":7812,"date":"2024-07-01T15:13:39","date_gmt":"2024-07-01T14:13:39","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=7812"},"modified":"2024-07-07T09:45:17","modified_gmt":"2024-07-07T08:45:17","slug":"effect-of-concept-based-cartoons-as-art-integration-on-alternative-concepts-in-chemical-bonding","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/shodh-sari-vol-3-issue-3\/effect-of-concept-based-cartoons-as-art-integration-on-alternative-concepts-in-chemical-bonding\/","title":{"rendered":"Effect of Concept Based Cartoons as art integration on Alternative Concepts in Chemical Bonding"},"content":{"rendered":"\t\t
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Effect of Concept Based Cartoons as art integration on Alternative Concepts in Chemical Bonding<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Kumar, Sandeep<\/span><\/p>

Professor of Chemistry, and \u2018by courtesy of Psychology\u2019 School of Applied and Behavioral Sciences, NIILM University Kaithal India<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract<\/span><\/p>\n

This study is carried out to investigate and analyze the effect of art integration in chemistry curriculum by concept-based cartoons integrated in the context based chemical concepts learning approach on class 9<\/span>th<\/span><\/span> students\u2019 alternative concepts in chemical bonding. The study was conducted with 45 students of grade 9, within a non-equivalent pretest-posttest group design (NEGD). A chemical bonding concept test conducted to gather the data with 16 multiple choice question (MCQs), and to probe their conceptions, a clinical interview with 5 open ended questions was used. Interview questions and MCQs were based on the same alternative concepts. The study concluded with a positive effect of context-based approach on the remediation of chemical bonding alternative conception. Although concepts-based cartoons found powerful tools and most helpful in resolving alternative concepts in chemical bonding but the study suggest to use more than one intervention for the remediation of alternative conception in chemical education. <\/span><\/p>\n


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 <\/span>Keywords<\/span>:<\/span> <\/i>chemical bonding, context-based approach, alternative concepts, concept-based cartoons<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/span><\/p>

Context based approach is widely used in innovative pedagogy in chemistry teaching learning. It helps to nail the chemistry abstract concept with real life situations which ultimately give better retention. Art integration in context-based approach further support the retention and relevancy of the conception. This study focusses on the impact of concept-based cartoon on the learning and retention of chemical conception in chemical bonding. This study supports the integration of art in chemical abstract conception as pedagogical tool.\u00a0<\/span><\/p>

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About author<\/span><\/p>

Dr Sandeep Kumar, Professor of Chemistry, and \u2018by courtesy of Psychology\u2019 School of Applied and Behavioral Sciences, NIILM University Kaithal India<\/span><\/p>

Dr Sandeep Kumar have more than one decade experience in teaching, research, curriculum development, counselling and leadership. His areas of interest are chemical education, research, behavioural science, teacher education and practices. As resource person, he has conducted more than 225 training programs for the school and higher education teachers. He has been awarded with numerous prestigious National and International Awards. He has participated and presented research articles in more than 200 National and International conferences. He has been invited as keynote speaker, guest of honour, conference chair, and resources person in various National and International Conferences. He is associated with various National and International Organizations.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References<\/span><\/p>

  1. Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. <\/span>Computers and Education<\/span>, 52, 741-748.<\/span><\/p><\/li>

  2. Ultay, N. (2015). The effect of concept cartoons embedded within context-based chemistry: Chemical bonding. <\/span>Journal of Baltic Science Education<\/span>, 14(1), 96-108.<\/span><\/p><\/li>

  3. Sexton, M. (2010). <\/span>Using concept cartoons to access student beliefs about preferred approaches to mathematics learning and teaching<\/span>. Paper presented at the MERGA conference, Freemantle, Australia. Available at <\/span>http:\/\/www.merga.net.au\/documents\/MERGA33_Sexton.pdf<\/span><\/a><\/p><\/li>

  4. Naylor, S., & Keogh, B. (2013). Concept cartoons: What have we learnt? <\/span>Journal of Turkish Science Education<\/span>, <\/span>10<\/span> (1), 3-11.<\/span><\/p><\/li>

  5. Kabap\u0131nar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. <\/span>Educational Sciences: Theory and Practice, 5<\/span> (1), 135-146.<\/span><\/p><\/li>

  6. Kandil \u0130nge\u00e7, \u015e. (2008). Use of concept cartoons as an assessment tool in physics education. <\/span>US-China Education Review, 5<\/span> (11), 47-54.<\/span><\/p><\/li>

  7. Kumar, S. (2019). CASE STUDY ON UNTRAINED TEACHERS IN SCHOOLS (ELEMENTARY SCHOOLS) IN JIND AND HISAR DISTRICTS OF HARYANA. <\/span>International Journal of Engineering Research and Modern Education<\/span>, <\/span>4<\/span> (1), 7-9. <\/span>DOI:\u00a0<\/span>10.5281\/zenodo.2656138<\/span><\/a><\/p><\/li>

  8. Kortland, J. (2010). <\/span>Scientific literacy and context-based science curricula: exploring the didactical friction between context and science knowledge<\/span>. Paper presented at the GDCP Conference, Potsdam, Germany.<\/span><\/p><\/li>

  9. Gilbert, J. K., Bulte, A. M. W. & Pilot, A. (2011). Concept development and transfer in context-based science education. <\/span>International Journal of Science Education, 33<\/span> (6), 817-837.<\/span><\/p><\/li>

  10. Coll, R. K., & Taylor, N. (2002). Mental models in chemistry: Senior chemistry students\u2019 mental models of chemical bonding. <\/span>Chemistry Education: Research and Practice in Europe, 3 <\/span>(2), 175-184.<\/span><\/p><\/li>

  11. Grifths, A. K., & Preston, K. R. (1999). Grade-12 students\u2019 alternative conceptions relating to fundamental characteristics of atoms and molecules. <\/span>Journal of Research in Science Teaching, 29<\/span> (6), 2611\u20132628.<\/span><\/p><\/li>

  12. \u00dcnal, S. \u00c7al\u0131k, M. Ayas, A., & Coll, R. K. (2006). A review of chemical bonding studies: needs, aims, methods of exploring students\u2019 conceptions, general knowledge claims and students\u2019 alternative conceptions. <\/span>Research in Science and Technological Education, 24<\/span> (2), 141-172.<\/span><\/p><\/li>

  13. Kumar S. (2021). Psychosocial impact of Covid-19 Pandemic on school educators’ mental health and role of cognitive competence in coping with such adversities. <\/span>International Journal of Biological Innovations. 3<\/span>(2):323-330. <\/span>https:\/\/doi.org\/10.46505\/IJBI.2021.3212<\/span><\/a><\/p><\/li>

  14. Levy Nahum, T., Mamlok-Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. <\/span>Studies in Science Education, 46 <\/span>(2), 179-207.<\/span><\/p><\/li>

  15. Mehta, S. (2023). <\/span>Paradigm Shift in Assessment: Skills to Competencies. <\/span>Eduphoria-An International Multidisciplinary Magazine, 1<\/span> (3), 93-97.<\/span><\/p><\/li>

  16. Faniyi, A. O. (2023). Enhancing Student Academic Performance through Educational Testing and Measurement. <\/span>Edumania<\/span>, <\/span>01<\/span>(02), 162\u2013171. <\/span>https:\/\/doi.org\/10.59231\/edumania\/8981<\/span><\/a><\/p><\/li>

  17. Ekinci, M. (2010). <\/span>The effect of context-based teaching method on teaching chemical bonds to 1st grade high school students<\/span>. Unpublished Master Thesis, Gazi University, Ankara, TURKEY.<\/span><\/p><\/li>

  18. Nicoll, G. (2001). A report of undergraduates bonding misconceptions. <\/span>International Journal of Science Education, 23<\/span> (7), 707-730.<\/span><\/p><\/li>

  19. Crasta, S., & Coutinho, L. (2024). IMPACT OF METACOGNITIVE STRATEGIES ON STUDENT LEARNING. <\/span>Shodh Sari<\/span>, <\/span>03<\/span>(01), 169\u2013185. <\/span>https:\/\/doi.org\/10.59231\/sari7663<\/span><\/a><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Effect of Concept Based Cartoons as art integration on Alternative Concepts in Chemical Bonding Kumar, Sandeep Professor of Chemistry, and \u2018by courtesy of Psychology\u2019 School of Applied and Behavioral Sciences, NIILM University Kaithal India Abstract This study is carried out to investigate and analyze the effect of art integration in chemistry curriculum by concept-based cartoons […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":7443,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-7812","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7812","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=7812"}],"version-history":[{"count":16,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7812\/revisions"}],"predecessor-version":[{"id":8314,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7812\/revisions\/8314"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7443"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=7812"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}