Enhancing Formal Assessment Using Concept Cartoons in Physics: A Teacher’s Perspective
William Zivanayi
Department of Secondary School Education, Faculty of Education, Nelson Mandela University, Gqeberha, South Africa
Chinelo Georgina Candy Nwaigwe
Department of Secondary School Education, Faculty of Education, Nelson Mandela University, Gqeberha, South Africa.
Abstract
Fostering methods that promote learners’ conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of Gqeberha were utilized for this study. A qualitative research approach which included a pre-intervention questionnaire, an intervention, and a post-intervention face-to-face interview was utilized. The intervention involved a discussion on how to use Concept Cartoons in formal assessment in the teaching of Newton’s Laws. Pre-intervention phase results indicated that teachers were not using formal assessment techniques in their science lessons. Postintervention results showed that teachers appreciated the use of Concept Cartoons as a formal assessment tool that could be used to improve conceptual understanding of Newton’s Laws. The study concludes that Concept Cartoons have been effective as a science teaching tool. The use of Concept Cartoons provides an alternative formative assessment technique vital for the understanding of science concepts.
