Concept cartoons

Aim of the study was to reveal impact of instruction with concept cartoons on primary school 3 rd graders' speaking skills. The study group consisted of 58 third grade students in two different classrooms of a state school in Ankara. The two classes were appointed as experimental and control groups. Quasiexperimental model with pretest-posttest control group was employed for the research. Speaking instruction was given through concept cartoons in the experimental group, and through current instructional program in the control group. The students in the experimental group were given 25 hours of speaking instruction in total-5 hours a week. "Speaking Skill Assessment Rubric" was employed as the data collection tool. Shapiro-Wilk, Mann Whitney U, Independent Samples t-Test and Covariance Analysis were used to analyze the data obtained from Speaking Skill Assessment Rubric. As a result of the study, it was revealed that speaking skills of the students in the experimental group, who were taught through use of concept cartoons, were better in the components of "language and expression", "content" and "presentation".

In this research, students' ideas of force and movement was investigated with a qualitative study using concept cartoons and multiple choose questions. Participating students were in Science Education Teacher Training program 1 nd , 2 nd and 3 rd classes in a large Eastern university. Two tests were implemented to total of 212 students. Results of this study indicated that university students have different understanding of those mentioned science topic both the open ended tests and concept cartoons could be used. Further, there are some particular advantages of using concept cartoons such as more comprehensive responses than open ended items.

In this study, with selecting the focusing point of the problem as the availability of
cartoons, the teaching of global environmental problems according to the constructivist
theory is investigated on the 7th graders in rural areas. This study is restricted
with the global warming (G), ozone depletion (O) and the acid rain (A) problems. In
the study, a pre-test post-test control group design was used. There are 40 students
whose ages range from 13 to 14 years. While experimental group was taught by means
of problem based learning (PBL), traditional teaching methods were applied to
the control group. Data were collected with the pre-test, post-test, and the interviews
after the study. The validity of the experimental method is analysed with a ttest.
Data collected by the methods of interviews were evaluated by content analysis.
According to the results of statistical analysis, it can be seen that the experimental
method is much more effective than the traditional method for teaching global
environment problems. As a result of the content analysis, the experimental group
students (70 %) and the control group students (15 %) evaluated that global warming,
ozone depletion and acid rain (GOA) were accepted as global problems. Students
in the experimental group emphasized that GOA, global warming-ozone depletion
(GO) and G affected their living areas; on the other hand, students in the control
group determined that they were affected by only G. Students in the experimental
group pointed out that a person should do something to solve the global environmental
problems. Both experimental group (89.4%) and control group (10.6%)
suggested that technology has a vital role to solve global environment problems. Finally,
the students in the experimental (85%) group think that method is amusing.
From these results, it is seen that students’ knowledge and consciousness about global
environmental problems increase with the using of this experimental method,
and at the same time it is seen that with this study they can realize their share of improving
environment easier than before.

Yapılandırmacı yaklasım Fen öğretiminde öğrenme ve öğretme anlayısının değisimine neden olmustur. Bu değisimin öğrencilerin aktif olarak bilgiyi yapılandırmasını temel alan yöntem ve tekniklerde etkisini göstereceği düsünülmektedir. Öğrencilerin problemlere çözüm önerileri getirmelerini, fikirler üretmelerini ve yaratıcı becerilerini ortaya koymalarını sağlamaya yönelik yöntemlerden olan probleme dayalı öğrenme (PDÖ); 5-8 kisilik gruplarla yapılan, iki ya da üç oturumdan olusan bir öğrenme yöntemidir. PDÖ’de arastırıcılar günlük yasamda karsılasılan bir soruna iliskin çözüm yolları üreterek tartısır ve problemi çözüme ulastırmaya çalısırlar. PDÖ’nün etkili olabilmesi için öğrencilerin aktif katılımları sağlanmalıdır. Özellikle ilköğretim ikinci kademedeki öğrencilerin aktif katılımlarını sağlayabilecek tekniklerden birinin de iki ya da daha fazla karikatür biçiminde çizilmis öğenin bir olaya iliskin görüslerini içeren kavram karikatürleri olabileceği düsünülmektedir. Çalısmada, Đlköğretim Fen ve Teknoloji öğretiminde PDÖ yöntemiyle kavram karikatürlerinin açıklanması ve PDÖ yöntemi içerisinde kavram karikatürlerinin Fen ve Teknoloji derslerinde kullanımına yönelik örnek etkinliğe yer verilmesi amaçlanmaktadır.

In this study, concept cartoon approach is introduced as a teaching and learning
approach, which took account of constructivist views on learning in science. Also, a
number of concept cartoons were created and used in various primary science classes
in an attempt to find out the potential benefits of teaching via concept cartoons.
First, a number of case studies were conducted in different primary science classes
(4th and 5th grades) to study concept cartoons’ effectiveness. Students’ ideas were
determined both individually via written probes and during classroom interactions.
The results of the case studies indicated that the concept cartoons were effective for
finding out students’ ideas without being affected by the ideas of others. Secondly,
a number of case studies were conducted to determine the effectiveness of concept
cartoon teaching. Results showed that concept cartoon teaching was effective in creating
focused discussions where reasoning behind students’ misconceptions could
be uncovered, especially via teachers’ thought-provoking questions. It was also
found that the method was effective in providing a purpose for investigation as long
as the context lies itself for an investigation. Lastly, two experiments were designed
to answer the question of how effective concept cartoon teaching for remedying students’
misconceptions was. For this reason, students’ ideas were determined before
and after the teaching. The results of these experiments indicated that teaching via
concept cartoons was effective in remedying the misconceptions. It needs to be
emphasized that the success of teaching does not only stem from the concept cartoons
itself as a teaching material but it also stems from the quality of classroom
interactions during the discussion and investigation phases of the teaching.

Son yıllarda fen öğretim programı içeriğinin yapılandırmacı yaklasıma göre değistirilmesi, öğrencileri derse katan; onların bilgileri tartısarak, deneyerek, kesfederek, yapılandırmasını sağlayan yöntem ve teknikleri de beraberinde getirmistir. Bu tekniklerden biri de literatürde ve ders kitaplarında az karsılastığımız Brenda Keogh ve Stuart Naylor tarafından gelistirilen kavram karikatürleridir. Kavram karikatürleri öğrencilerin eğlenceli ortamlarda kavram ve bilgilere tartısarak ulasmasını sağlayan görsel materyallerdir. Bu çalısmada kavram karikatürleri çesitli yönleriyle incelenerek, kavram karikatürlerinin yapılandırmacı yaklasıma göre düzenlenmis Fen ve Teknoloji öğretim sürecinde “Maddenin Halleri ve Isı” ünitesinde kullanımına iliskin etkinlik örneklerine yer verilmistir.

From its creation The Simpsons proved different, but how the irreverence of a show can be enough for the American public to select this sitcom as it preferred primetime watching time? How the show confronts capital issues of our decadent society as race, gender, religion sex and first, family and marriage. It’s not all in the humor or the quality of color or maybe selecting aggressive topics like the environment of corruption. How the gender representation in topics like homosexuality in majority of male characters on the show affect the way the audience react to them. Multiple recog-nitions around the world, but also critics about their political agenda and controversy. This show create a momentum for success on television for shows oriented to social aspect and adult anima-tion, awakening also a wave of copycats around the world. The success of the sitcom resides in big part in how the show presents actual social topics that make them attractive for all. Now society is moving on, moral decay is all around and a family show, with a very dysfunctional family, agree, it’s getting behind. Are we seeing the last of them or the team have more surprises under their hat? Will see. That’s the reason of the few ideas put together in this paper.

As science education program has been rearranged on the basis of the constructivist approach in Turkey, tools providing the active participation of students in the learning process and which are aimed at constructivist approach are of great importance. One of the so-called tools is concept cartoons. Concept cartoons are a visual tool and drawings which enable students to participate in the learning environment and which can be used as a stimulus for argumentation in class. Therefore, the use of concept cartoons in science education is thought to help students to construct their knowledge. In this study, it is aimed to discuss the effects of the use of concept cartoons in constructivist approach and to give the examples about the use of concept cartoons in science education.

This petition argues that erotic comics are an important cultural record of the way in which diverse sexualities are understood and portrayed, and sexual fantasies explored. An Erotic Comics Anglophone Archive (ErotiCAA) will preserve these works for research by scholars in many different disciplines.

One of the biggest problems facing anyone researching pornography/erotica or comics, and therefore doubly so for anyone researching erotic/pornographic comics, is finding and gaining access to primary materials. So we have decided to have a go at establishing an archive in the UK to collect and catalogue English-language porn and erotic comics.

We intend to approach a number of libraries and research institutions to host and/or fund the archive. Persuading them to support us will be a lot easier if we an show that there is a need for this archive, so to help with that we’ve started this petition.

We’ve already got this kick-ass logo designed for us by Alison Lucy Stone and meetings set up with a couple of big libraries. Help us out by signing the petition? And if you’d like to be more involved, please tweet Dr Anna Madill @UKFujoshi or Dr Jude Roberts @tangendentalism - we’d love to hear from you!

A través del análisis de algunos chistes de náufragos de Quino, publicados entre 1954 y 1976, expondré las características esenciales que permiten teorizar una poética de las formas breves de la literatura dibujada. Estas formas comparten una misma lógica creativa basada en una dinámica de variación y repetición y presentan a menudo una metarreflexión del humorista sobre su arte.


Through the analysis of castaway cartoons of Quino, published between 1954 and 1976, I will expose the essential characteristics that enable a theory of poetics of briefness in drawn literature. These forms share the same creative logic based on a dynamic of variation and repetition and often present the cartoonist's metareflection about his art.

Özet Çalışma kapsamında animasyon destekli kavram karikatürü ve sadece kavram karikatürü uygulamalarının " Madde ve Isı " ünitesinde kullanımının altıncı sınıf öğrencilerinin sorgulayıcı öğrenme becerileri algılarına etkisi araştırılmıştır. Bu kapsamda Manisa ilinin Demirci ilçesinde bir ortaokulda öğrenim gören altıncı sınıf öğrencileri ile uygulamalar yürütülmüştür. Araştırmada iki deney (deney 1 (n=17)-­‐‑ deney 2 (n=17)) bir kontrol grubu (n=17) alınarak ön test son test kontrol gruplu yarı deneysel desen kullanılmıştır. Deney 1 grubunda dersler animasyon destekli kavram karikatürleri ile fen ve teknoloji öğretim programıyla, deney 2 grubunda sadece kavram karikatürleri ile ve kontrol grubunda ise fen ve teknoloji öğretim programı ile dersler işlenmiştir. Araştırma sonucunda grupların sorgulayıcı öğrenme becerileri algı puanları incelendiğinde grupların puanlarının birbirine göre anlamlı düzeyde farklılık göstermediği ancak animasyon destekli kavram karikatürlerinin kullanıldığı deney grubunun son test puanlarının ön test puanlarına göre anlamlı düzeyde yüksek olduğu belirlenmiştir.

Cartoons are valuable aids that prompt interest and foster genuine student engagement in the classroom. Cartoons are part of a much larger effort to introduce rare and amusing activities to boost learning and student participation. Concept cartoons are visual tools composed of three or more characters’ proposing ideas, discussing or thinking on a subject, an incident or a concept in daily life. Concept Cartoons were first developed in the 1990s by Keogh and Naylor. Concept cartoons engage students in focused discussion, by  making students talk about the concepts presented by the cartoon characters. Many concepts in chemistry are abstract and often difficult to grasp especially for novice learners and concept cartoons can play a very good role here to overcome the difficulties in learning. Concept cartoons in chemistry can grab attention of students more easily, generate participation by giving rise to vibrant class discussions and allows teachers to gain important insights into their pupils’ understanding.

Bu araştırmanın amacı, Türkiye'de 2007-2019 yılları arasında kavram karikatürlerinin Fen Eğitimi dersi akademik başarısı üzerindeki etkisini inceleyen deneysel çalışmaların meta-analizini yaparak genel etki büyüklüğünü hesaplamak ve bu etkinin çeşitli moderatörlere göre anlamlı farklılık gösterip göstermediğini belirlemektir. Araştırma kapsamında birbirinden bağımsız deneysel çalışmaların sonuçlarını birleştirmek için meta-analiz yöntemi kullanılmıştır. Elde edilen çalışmalardan deneysel veya yarı deneysel yöntemle yürütülmüş olan, Fen Eğitimi dersi kapsamında gerçekleştirilen ve dâhil edilme kriterlerini karşılayan 23 adet tekil araştırma meta-analiz açısından uygun bulunmuştur. Derlenen araştırmalar arasında heterojenlik bulunduğu için etki büyüklüğü rastgele etkiler modeline göre hesaplanmıştır. Araştırma kapsamında moderatör değişkenler olarak kavram karikatürlerinin kullanılma süresi, araştırmanın türü, araştırmanın yapıldığı coğrafi bölge ve sınıf düzeyi belirlenmiştir. Kavram karikatürlerinin merkezde yer aldığı öğrenme-öğretme süreçlerinin öğrencilerin akademik başarısı üzerinde etkili olduğu, çalışmaların ortalama etki büyüklüğünün 0,867 olduğu, pozitif yönde ve geniş etki büyüklüğüne sahip olduğu belirlenmiştir. Ayrıca, kavram karikatürlerinin kullanılma süresi (8 haftadan fazla) ve sınıf düzeyi (7. ve 8. sınıflarda) değişkenlerine göre anlamlı farklılık bulunmuştur.

The objective of this study is to research the effects of using concept cartoons in the " Solar System and Beyond " unit, which is included in seventh grade science lessons, on students' critical thinking skills. The study group consisted of 58 students, selected using an appropriate sampling method, who were students in a state secondary school, which is close to the city centre. The study used a pre-test and post-test matched control group design. During the three-week-long experimental teaching process, the students in the control group (n=30) were taught according to the curriculum of science lessons, while concept cartoons developed by the researchers were used with the students in the experimental group (n= 28). The Cornell Critical Thinking Test-Level X (CCT-X), as developed by Ennis & Millman (1989), was used as the data collection tool. The results of the study showed decreases in the critical thinking skills scores of the students in the control group, while a statistically significant difference was found in the critical thinking skills of the students in the experimental group. In addition, a statistically significant difference was observed in favour of the experimental group when comparing the CCT-X scores of the experimental group's use of concept cartoons and those of the control group's used existing teaching methods.

Intervention portant sur le comic strip The Angriest Dog in the World et le dessin animé DumbLand, prononcée à l'occasion du colloque David Lynch et les Arts, qui s'est tenu du 6 au 8 décembre 2017 à l'Université Bordeaux Montaigne. Légèrement remaniée pour la publication des actes dans la revue Ligeia, dossiers sur l'art, n°165-168, juillet-décembre 2018.

Présentation de l'intervention :

Peu après Eraserhead et Elephant Man, David Lynch commence à dessiner The Angriest Dog in the World, principalement pour le Los Angeles Reader. Ce strip hebdomadaire a si peu en commun avec les expérimentations visuelles du réalisateur qu’on peut être tenté de le ranger dans ses tentatives très périphériques d’attirer l’attention. Non seulement les nombreuses récompenses obtenues pour son dernier film l’auraient dispensé de cette démarche, mais cette hypothèse réductrice oublie que The Angriest Dog a été publié pendant presque une décennie, malgré Dune, Sailor et Lula ou Twin Peaks. En 2002, la courte série web Dumbland réitère ce geste étrange: plus perturbante que The Angriest Dog, elle en reprend l’esthétique grossière et minimaliste, y ajoutant une violence vulgaire dont ne trouve pas même l’équivalent dans les premiers courts-métrages animés de Lynch qui, bien que réalisés à la fin des années 1960, annonçaient quant à eux déjà le travail sonore, thématique et visuel qu’on lui associe.

Sans céder à la tentation de les forcer à intégrer en toute cohérence l’œuvre de David Lynch, The Angriest Dog et Dumbland interrogent par leur apparence d’hapax, sans réelle similarité avec ses autres productions non-filmiques, notamment picturales et plastiques, et s’il s’agirait donc d’en proposer une analyse d’abord autonome, comme bande dessinée et comme série d’animation, pour tâcher d’en déceler les enjeux singuliers et le profond intérêt dans la démarche générale de Lynch. D’un certain point de vue, on pourrait même dire qu’aucune œuvre ne lui est plus personnelle, puisque dans ces deux productions Lynch a travaillé entièrement seul et, on peut le supposer dans la mesure où elles étaient loin d’être attendues et où il n’avait rien à prouver, entièrement par plaisir, ce qui rend dommageable la marginalisation qu’elles subissent dans la perception de l’Œuvre lynchien.

Effective social skills training in schools primarily focuses on teachers having training or researchers implementing the selected programme (Bianco & Leece, 2016; Ratkalkar et al., 2017), potentially disrupting the academic curriculum due to inconsistent teaching styles (Uibu & Kikas, 2012). The present study utilises Concept Cartoons in Year 1 primary Science lessons, delivered by the classroom teacher, with no training, to develop social competence in 5-6-year-old children within a low-socioeconomic status school. This study utilises and synthesises pedagogical theory and neurocognitive evidence to establish a neurocognitive network which describes peer-peer interaction who engages within argumentation, leading to cognitive conflict. Two Year 1 teachers and 56 children took part in a quasi-experimental pre-test-post-test mixed methods design. Both teachers were interviewed at pre-test and the experimental teaching participant was interviewed at post-test. All 56 children were rated on the Social Competence Rating Questionnaire (SCRQ; Liddle & Nettle, 2006) at pre-test and post-test. Sensitivity and control elements of social competence were found to be significant in favour the experimental group at post-test along with an improvement among all means. Findings also revealed teachers need no training with Concept Cartoons to effectively develop social competence in 5-6-year-olds as well as a strong development of SEN pupil engagement. Future research would benefit the exploration of Concept Cartoon use and Theory of Mind (ToM) development and the effects of Concept Cartoons on children with SEN.

Il saggio individua nell’impegno nei collettivi femministi milanesi dei primi anni Settanta un momento fondante per la definizione dell’ideologia e della poetica di Laura Pariani. L’attenzione è focalizzata sulle opere giovanili della scrittrice — due libri di fumetti femministi, che per la prima volta sono fatti oggetto di analisi — delle quali si evidenziano gli elementi di continuità con la narrativa degli anni Novanta-Duemila: la preferenza per le storie delle donne, lo sguardo al femminile, il racconto come momento di condivisione di esperienze e denuncia sociale, il plurilinguismo che scardina dall’interno la lingua ufficiale accogliendo le voci degli oppressi. Nell’intervista riportata in appendice, la scrittrice ricorda le esperienze personali, politiche e artistiche nella Milano post-sessantottina, le istanze di rinnovamento sociale dell’epoca e il loro lascito, e commenta alcune tavole tratte dai fumetti giovanili.

The chapter analyses Laura Pariani’s involvement in the women’s movement in Milan, in the early 1970s, as a key moment for the definition of her ideology and poetics as a writer, from the 1990s onwards. The focus is on the writer’s early works (two feminist comic books, presented and analysed here for the first time), and on the elements of continuity between them and the major works of fiction: the preference for the stories of women; the gendered gaze; storytelling as a moment for sharing individual experiences and as a form of social denunciation; the creation of a multilingual Italian prose, which includes the voices of the oppressed, thus disrupting from within the language of power. In the appendix, the writer comments on some plates taken from her comic books; she recalls her personal, political, and artistic experiences in post-1968 Milan, the instances of social renewal of the time, and their legacy nowadays.

Concept cartoon teaching strategy have the potential to increase creativity and innovation as well as the
students’ interest in understanding concepts. It is considered as a method that encourages students to
continue exploring the issues raised and seeking solutions. This concept cartoon lesson is very suitable to
be applied in the field of Science, Technology, Engineering and Mathematics which is often regarded as an
abstract and difficult field. Therefore, it is becoming a necessity to see how far the cartoon concept in
learning has been implemented in schools. This systematic literature review analysis aims to focus on the
similarities and differences such as the objective used, the methodology used and the findings of the study.
The study article was selected through a database of various types of journals according to keywords.
Keywords used in the search are Concept Cartoon AND comic AND Problem-based learning. The search
has been limited between 2009 and 2017. The nine of articles have been chosen to be analyzed based on
the four steps in systematic literature review. The four steps included frame a question, run a search, the
abstract and tittle of individual papers have to be read and the information need to be abstract from
selected set of final articles. The results of the systematic literature review analysis can be concluded on
recent research and previous research that cartoon concept teaching strategy is very effective in enhancing
creative thinking as well as cultivating students’ interest in Science, Technology, Engineering and
Mathematics.

Bu çalıĢma; fen bilgisi öğretmen adaylarının "IĢık" konusuyla ilgili alternatif düĢüncelerinin belirlenmesinde kavram karikatürleri ve açık uçlu soruların etkililiğinin karĢılaĢtırılması için yapılan nitel bir çalıĢmadır. AraĢtırmanın örneklemini Atatürk Üniversitesi Fen Bilgisi Öğretmenliği Anabilim Dalı'nın 1., 2. ve 3. sınıflarında öğrenim gören toplam 212 öğretmen adayı oluĢturmuĢtur. Öğretmen adaylarının alternatif düĢünceleri kavram karikatürleri ve açık uçlu sorular kullanılarak araĢtırılmıĢtır. ÇalıĢmada, öğretmen adaylarının sahip oldukları alternatif düĢünceleri tespit etmek için açık uçlu ve kavram karikatürü sorularından oluĢmuĢ iki test kullanılmıĢtır. ÇalıĢmanın veri analizi içerik analiziyle yapılmıĢtır. AraĢtırmada öğretmen adaylarının beyaz kedinin karanlıkta görülebileceği, yıldızlar sadece ay ıĢığını yansıttıkları için gün ıĢığında gözükmeyeceği gibi bazı alternatif düĢüncelere sahip oldukları ve bu alternatif düĢüncelerin belirlenmesinde kavram karikatürlerinin en az açık uçlu sorular kadar etkili olduğu sonucuna varılmıĢtır. Anahtar kelimeler: ıĢık, kavram yanılgıları, kavram karikatürleri, fen bilgisi öğretmen adayları ABSTRACT This study is a qualitative study carried out to compare the effectiveness of concept cartoons and open-ended questions to determine the alternative ideas of pre-service science teachers about "light". The participants of the study, which was conducted in Ataturk university Education Faculty, were 212 pre-service science teachers who are in the 1st , 2nd , and 3rd grades. The alternative ideas of pre-service science teachers were investigated by using concept cartoons and open-ended questions. Two tests made of concept cartoons and open-ended questions were used to determine the alternative ideas of the pre-service science teachers in the study.

De laatste jaren staat de figuur Zwarte Piet onder druk. Zwarte Piet zou racistisch zijn en verbonden zijn aan de slavernij en tegenstanders willen dat hij wordt afgeschaft. Voorstanders wijzen erop dat hij zwart is doordat hij door de schoorsteen moet om pakjes te bezorgen en dat er niets racistisch aan is.

Bu arastırmada, öğrencilerin fen derslerinde kavram karikatürleri kullanımına iliskin görüslerinin belirlenmesi amaçlanmıstır. Bu amaçla, Đzmir’in Buca ilçesindeki bir ilköğretim okulundaki öğrencilere yedinci Sınıf Fen derslerinde dört hafta süreyle kavram karikatürleri kullanılarak dersler islenmis ve bu sürecin sonunda öğrencilerin kavram karikatürlerine iliskin görüslerinin belirlenmesi amacıyla görüsmeler gerçeklestirilmistir. Uygulamaya katılan öğrencilerden rasgele olarak seçilen on öğrenciye hazırlanan sorular görüsme yoluyla yöneltilmis ve elde edilen verilerin analizi betimsel analiz yoluyla yapılmıstır. Sonuç olarak öğrenciler yapılan görüsmelerde kavram karikatürleriyle ilk kez karsılastıklarını, kavram karikatürlerinin birçok açıdan yararlar
sağladığını ve derslerde kullanılması gerektiği konusunda olumlu görüsler bildirmislerdir.

In this study, with selecting the focusing point of the problem as the availability of cartoons, the teaching of global environmental problems according to the constructivist theory is investigated on the 7th graders in rural areas. This study is restricted with the global warming (G), ozone depletion (O) and the acid rain (A) problems. In the study, a pre-test post-test control group design was used. There are 40 students whose ages range from 13 to 14 years. While experimental group was taught by means of problem based learning (PBL), traditional teaching methods were applied to the control group. Data were collected with the pre-test, post-test, and the interviews after the study. The validity of the experimental method is analysed with a ttest. Data collected by the methods of interviews were evaluated by content analysis. According to the results of statistical analysis, it can be seen that the experimental method is much more effective than the traditional method for teaching ...

In this study, it was aimed to determine the opinions of teacher candidates about the use of concept cartoons in science courses. For this purpose, Konya Necmettin Erbakan University Ahmet Kelesoglu Faculty of Education Classroom Teaching Department 3 th grade students were informed about the concept cartoons, science courses were taught by doing activities for four weeks and at the end of this intervention, the interviews were held to determine the opinions of teacher candidates about concept cartoons. Then, twenty students were selected randomly from the sample group who has participated in the study. The analyses of data obtained from the interviews were done through the use of descriptive analyses. As a result, most of the teacher candidates told that they saw the concept cartoons before ; all of the teacher candidates concept cartoons should be used in science and technology teaching, concept cartoons were useful in many respects to them and students; and as they believed the cartoons had a positive-impact on their learning.
Keywords: Science and technology teaching, concept cartoons, constructivist approach

Der japanische Terminus ‘anime’ (orig.: アニメーション animêshon) hat seinen Ursprung im Französischen und beschreibt, in allgemeiner Verwendung, alle Formen animierter Filme: „the Japanese took the word from the French to describe all animated films“ (Levi 2001a: S. 1). Spricht man hingegen in neuerer Zeit von ‘Anime’, so ist dies ein expliziter Verweis auf die in Japan produzierten Animationsfilme (vgl. Leonard 2005a: S. 284 und Levi 2001a: S. 1).

Статья основана на результатах лингво-юридического исследования, назначенного автору по постановлению следователя прокуратуры, которая проверяла наличие в мультсериале «Южный парк» в эфире телеканала «2х2» экстремистских материалов в смысле российского права. Раскрывается метод и ход анализа. Автор приходит к выводу об отсутствии экстремизма в анализируемом мультфильме.

The objective of this study is to research the effects of using concept cartoons in the "Solar System and Beyond" unit, which is included in seventh grade science lessons, on students' critical thinking skills. The study group consisted of 58 students, selected using an appropriate sampling method, who were students in a state secondary school, which is close to the city centre. The study used a pre-test and post-test matched control group design. During the three-week-long experimental teaching process, the students in the control group (n=30) were taught according to the curriculum of science lessons, while concept cartoons developed by the researchers were used with the students in the experimental group (n= 28). The Cornell Critical Thinking Test-Level X (CCT-X), as developed by Ennis & Millman (1989), was used as the data collection tool. The results of the study showed decreases in the critical thinking skills scores of the students in the control group, while a statistically significant difference was found in the critical thinking skills of the students in the experimental group. In addition, a statistically significant difference was observed in favour of the experimental group when comparing the CCT-X scores of the experimental group's use of concept cartoons and those of the control group's used existing teaching methods.

Bu araştırmanın amacı, kavram karikatürleriyle yapılan öğretimin ilkokul 3. sınıf öğrencilerinin konuşma becerilerine etkisini incelemektir. Araştırmanın çalışma grubunu Ankara il merkezindeki bir devlet okulunun deney ve kontrol grubu olarak iki farklı şubesinde yer alan 58 3. sınıf öğrencisi oluşturmaktadır. Araştırmada öntest - sontest kontrol gruplu yarı deneysel model kullanılmıştır. Deney grubundaki öğrencilere kavram karikatürleriyle, kontrol grubundaki öğrencilere ise mevcut öğretim programı ile konuşma eğitimi verilmiştir. Deney grubundaki öğrencilere haftada 5 saat olmak üzere toplamda 25 saat konuşma eğitimi verilmiştir. Araştırmada veri toplama aracı olarak “Konuşma Becerisi Değerlendirme Rubriği” kullanılmıştır. Konuşma Becerisi Değerlendirme Rubriğinden elde edilen verilerin analizi için ise Shapiro-Wilk, Mann Whitney U, İlişkisiz (Bağımsız) Örneklemler t-testi, Kovaryans Analizi (ANCOVA) kullanılmıştır. Araştırma sonucunda, kavram karikatürleri ile öğretim yapılan gruptaki öğrencilerin konuşma becerilerinin “dil ve anlatım”, “içerik” ve “sunum” boyutlarında anlamlı şekilde daha iyi olduğu tespit edilmiştir.

Məqalədə anlayışların təhsilalanlara effektiv çatdırılma üsulu kimi anlayış karikaturalarından istifadə məsələlərinin izahı verilir. Aparılan tədqiqatlardan məlum olur ki, təhsilin bütün səviyyələrində, o cümlədən peşə təhsilində təhsilalanlarda fizikanın elektrik bəhsinə dair «anlayış yayınmaları» yaranır. Bu məqsədlə təhsilalanlarda elektrik bəhsinə dair yaranan «anlayış yayınmaları» müəyyən edilmişdir. Bu yayınmalar onu göstərir ki, problemin həllinə yönəlmiş strategiya müəyyənləşdirmək lazımdır. Müəllif belə vəziyyətlərdə anlayış karikaturalarından istifadə etməyi məsləhət görür. Anlayış karikaturaları, peşə ixtisas fənlərinin birində tətbiq edilmişdir. Peşə təhsilində tədris olunan «Elektrotexnikanın əsasları» sektor modulu nümunəsində anlayış karikaturalarından istifadə edərək həm qiymətləndirilmənin aparılmasına, həm də anlayı yayınmalarının müəyyənləşdirilərək aradan qaldırılmasına nail olunmuşdur. Məqalənin elmi üstünlüyü anlayış karikaturalarının Azərbaycanın peşə təhsili sisteminə uyğunlaşdırılması, peşə ixtisas fənlərinnin mənimsənilməsinə təsirinin öyrənilməsi və təhsilalanların bilik səviyyələrinə uyğun təlim strategiyasının müəyyənləşdirilməsindən ibarətdir.

The article discusses the use of concept cartoons as an effective way to convey concepts to students. Research has shown that students at all levels of physics education have «misconception». Without exception, this includes those who studied in vocational schools. For this purpose, the students «misconception» about electricity were identified. The «misconception» identified indicate that a strategy must be defined to solve the problem. The author suggests using concept cartoons in such cases. Concept cartoons were applied in one of the vocational disciplines. In the example of «Fundamentals of Electrotechnical» sector module taught in vocational education, it was carried out using conceptual cartoons in the evaluation and conceptual deviations were defined and eliminated. The scientific advantage of the article is the adaptation of the concept cartoons to the vocational education system of Azerbaijan, the study of the impact on the acquisition of professional issues and the definition of educational strategies according to the knowledge level of the students.

https://soundeagle.wordpress.com/2017/09/28/optical-illusions/

SoundEagle would like to invite all and sundry to contemplate the following queries:
👁‍ Is seeing always believing? ❇️
👁‍🗨 Is viewing invariably perceiving? ✳️
👀 How robust is the human vision? ❇️
😵 How tricky is optical illusion? ✳️

This post is a lengthy and multifaceted showcase of 👁‍ Optical Illusions 👁‍🗨❇️😵✳️👀 in their various forms and manifestations.

Problem Statement:Besides educational environments, all of the areas we live  in  have  benefited  from  technological  advances. For  this  reason, especially,  the  perspectives  of  the  youth  on  technology  are  crucial.
Unfortunately, related literature has echoed that students’ understanding and perceptions  about  science  and  technology  concepts  are  very  poor.  In  this study,  8
th graders’  understandings  about  the  concepts  of  science  and technology the relation between them, and how technology affects their daily lives, was investigated.
Purpose  of  the  Study:  The  main  purpose  of  the  study  is  to  determine  8th grade students’ perception of technology through cartoons drawn by them. Method(s): In  this  study,  in  which  we  are  trying  to  determine 8th graders’ perception  and  thinking  about  the  concept  of  technology  through  cartoons drawn  by  them,  the  phenomenological  approach  was  used.  According  to Lester (1999), epistemologically, phenomenological approaches are based on a  paradigm  of  personal  knowledge  and  subjectivity,  and  emphasise  the
importance  of  personal  perspective  and  interpretation.  As  a  qualitative research  approach,  phenomenology  lightens  the  specific,  to  identify phenomena through how they are perceived by individuals. That is gathering ‘deep’  information  and  perceptions  through  inductive,  qualitative  methods
and  representing  it  from  the  perspective  of  the  research  participants.
Participants  in  this  study  consisted  of  150  students  selected  from  two different middle schools in Adıyaman and Gaziantep  centre. First, a teacher presented  some  cartoons  to  the  students  during  two  lessons.  Then,  the students  in  sample  group  were  asked  to  draw  a  cartoon  about  their
perspective on technology and effect of it in theirdaily life. At the end of the task,  the  cartoons  of  the  students  were  subjected  to  content  analysis.  The cartoons  were  analysed  through  a  grading  scale  created  by  the  researchers.
Themes  were  established  to  assess  data.  Additionally,  semi-structured interviews  were applied with ten students. Some expressions obtained from the  interviews,  which  were  seen  as  interesting,  were  written  and  these
expressions were compared with their cartoons.
Findings and Discussions:  The students referred to the personification and analogies in their cartoons and they frequently used examples from daily life.This  limited  perception  of  technology  hinders  the  meaning  between  the
dynamics of scientific progress and the relation ofthem to scientific research. The  general  opinion  in  the  cartoons  is  that  technology  makes  life  easy. However,  some  students  have  the  opinion  that  technological  developments
negatively affect their lives.  The other finding was that the cartoons differed according  to  gender.  While  drawings  of  girls  usually  focused  on  home appliances, drawings of the boys was focused on computers, cars and phones.
On the other hand, the study shows that there is a belief in the minds of the students  that  technology  has  an  unequal  effect  on  the  different  parts  of society.  In  the  study,  it  was  seen  that  students  assess  the  process  of technological progress depending on the change of electronic equipment. In
this research, it is seen that by adding humour andcreativity to the learning environment,  students  can  make  meaningful  evaluations,  criticism  and reviews about science and technology.
Conclusions  and  Recommendations: Results  of  the  study  show  that the cartoons drawn by students have been affected by variables such as gender, socio-economic and socio-cultural structure.  For this reason, in the teaching programmes  that  were  drafted  to  reach  students’  technology  perception  to
meaningful  and  scientific  understanding,  and  in  the teaching  methods, activities  could  be  designed  appropriately  to  appeal  to  personal  and  social
variables such as gender, socio-economic and socio-cultural structure. This is important for positive Science-Technology-Society outcomes in science and technology  lessons.  Teachers  must  determine  characteristic  concepts  of
science and technology and use them in the teachingprocess.

Ülkemizde bilim ve teknolojideki gelişmelere ayak uydurabilmek için fen öğretiminin gerekliliğinin farkına varılmış, fen öğretim programının içeriğinde ve felsefesinde değişimlere gidilmiştir. Fen ve Teknoloji öğretim programı yapılandırmacı yaklaşım temelinde düzenlenmiş ve içeriğinde öğrencilerin sürece aktif katılımını sağlamaya yönelik yöntem ve tekniklere yer verilmiştir. Yapılandırmacı yaklaşıma göre öğrencilerin bilgiyi yapılandırma sürecinde aktif olmaları gerektiğinden öğrenme sürecinde öğrencileri derse katabilecek, tartışma ortamları yaratarak onların daha anlamlı öğrenmelerini sağlayabilecek görsel araçların kullanımı önem taşımaktadır. Söz konusu araçlardan biri de kavram karikatürleridir. Araştırmada fen öğretiminde kullanılan kavram karikatürlerinin, öğrencilerin akademik başarılarına ve sorgulayıcı öğrenme becerileri algılarına etkisi belirlenmeye çalışılmıştır. Araştırmadan elde edilen bulgulara göre, deney grubu ile kontrol grubu arasında akademik başarı puanları bakımından anlamlı bir farklılık bulunamazken, sorgulayıcı öğrenme becerileri algı puanları bakımından deney grubu lehinde anlamlı bir fark bulunmuştur. Araştırmadan elde edilen sonuçlara göre, kavram karikatürlerinin öğrencilerin var olan deneyimleriyle, yeni karşılaştıkları bilgileri sorgulamalarına yardımcı olarak, öğrencileri bu yöndeki algılarını etkilediği belirlenmiştir.

Öz: Ortaöğretim düzeyinde mobil teknoloji kullanımı, yabancı dil öğrenmek isteyen günümüz öğrencilerinin ihtiyaçlarını karşılayan etkili stratejilerden biri olabilir. Yabancı dil öğrencileri dilin kelimelerini ve dilbilgisi yapılarının yanısıra deyimlerini de öğrenmelidirler. Kavram karikatürleri deyim öğretiminde, soyut kavramların somutlaştırılmasında kullanılabilecek etkili bir araç olarak düşünülebilir. Bu çalışmada kavram karikatürlerinin öğrencilere ulaştırılmasında farklı öğrenme ortamlarının kullanımının İngilizce deyimleri öğrenme üzerindeki etkisinin araştırılması amaçlanmıştır. Bu amaçla 7. sınıf öğrencileri için öğrenme yönetim sistemi kullanılan bir karma öğrenme ortamı geliştirilmiş, deney grubundaki öğrencilere mobil ortamda Whatsapp uygulamasıyla gönderilen, kontrol grubundakilere ise yüzyüze öğrenme ortamında sunulan kavram karikatürlerinin akademik erişiye ve kalıcılığa olan etkisi belirlenmiştir. Araştırmada sıralı açıklayıcı tasarımlı karma araştırma yöntemi modeli kullanılmıştır. Nicel veriler ön-test, son-test ve kalıcılık testi olarak erişi testi ile nitel veriler ise odak görüşme yapılarak toplanmıştır. İngilizce deyimlerin öğrenilmesi için geliştirilen karma öğrenme ortamındaki öğrencilere kavram karikatürlerinin ulaştırılmasında mobil ortam ve yüzyüze ortamın öğrencilerin erişileri ve kalıcılık puanları üzerinde anlamlı fark yaratmadığı, ancak öğrencilerin kavram karikatürleri ve mobil ortama yönelik deneyimlerinin olumlu olduğu bulunmuştur. Araştırma bulguları medya mı yöntem mi tartışmasına katkı sunar içeriktedir.

Concept cartoon teaching strategy have the potential to increase creativity and innovation as well as the students' interest in understanding concepts. It is considered as a method that encourages students to continue exploring the issues raised and seeking solutions. This concept cartoon lesson is very suitable to be applied in the field of Science, Technology, Engineering and Mathematics which is often regarded as an abstract and difficult field. Therefore, it is becoming a necessity to see how far the cartoon concept in learning has been implemented in schools. This systematic literature review analysis aims to focus on the similarities and differences such as the objective used, the methodology used and the findings of the study. The study article was selected through a database of various types of journals according to keywords. Keywords used in the search are Concept Cartoon AND comic AND Problem-based learning. The search has been limited between 2009 and 2017. A total of...