Use of Concept Cartoons in Teaching Chemistry Concepts
Table Of Contents
<p>1. Introduction<br> 1.1 Concept Cartoons in Science Education<br> 1.2 Research Objectives<br>2. Literature Review<br> 2.1 Theoretical Framework of Concept Cartoons<br> 2.2 Application of Concept Cartoons in Chemistry Education<br> 2.3 Impact on Student Understanding and Misconceptions<br>3. Methodology<br> 3.1 Development and Selection of Concept Cartoons<br> 3.2 Classroom Implementation and Data Collection<br> 3.3 Analysis of Student Responses<br>4. Findings<br> 4.1 Student Engagement and Understanding<br> 4.2 Identification of Misconceptions and Conceptual Change<br>5. Discussion<br> 5.1 Implications for Teaching and Learning<br> 5.2 Recommendations for Effective Use of Concept Cartoons<br></p>
Thesis Abstract
<p> This project investigates the use of concept cartoons in teaching chemistry concepts. Concept cartoons are visual tools that present different viewpoints on a scientific concept, encouraging students to engage in discussions and critical thinking. The study will examine the effectiveness of concept cartoons in promoting student understanding, misconceptions identification, and conceptual change in chemistry education. The project aims to provide insights into the potential benefits and challenges of incorporating concept cartoons as instructional tools in chemistry classrooms. <br></p>Thesis Overview
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