Stuart Naylor

Concept cartoons, teaching and learning in science: an evaluation

Concept cartoons were created in an attempt to develop an innovative teaching and learning strategy which took account of constructivist views on learning in science. The nature and development of concept cartoons is described. The article reports the results of an evaluation of the use of concept cartoons in a range of teaching situations. Data sources were teachers, student teachers and pupils across the primary and secondary age ranges. The data indicate that the response of teachers and learners to the concept cartoons was generally highly positive. Suggestions are put forward for possible mechanisms by which the concept cartoons might be effective.

Constructivism in Classroom: Theory into Practice

(1999). Constructivism in Classroom: Theory into Practice. Journal of Science Teacher Education: Vol. 10, No. 2, pp. 93-106.

Concept cartoons: a new perspective on physics education

Cartoons used to promote the public understanding of science have proved popular and can be usefully applied in the classroom, where improved motivation is just one of their benefits.

Puppets Promoting Engagement and Talk in Science

Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children’s talk and engagement in science. The study was carried out with sixteen teachers of children aged 7–11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children’s motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective.

Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK

The research explores the use of the innovative concept, cartoon strategy, for probing understanding of science, focusing on student teachers in the UK. It examines the impact of the strategy on their attitudes to assessment, whether it helps them to begin to restructure their understanding and whether it might provide a possible strategy for them to use in their own teaching. The data suggest that the strategy is potentially valuable as a means of assessment of student teachers.

Science on the Underground: an initial evaluation

This paper describes an initial evaluation of the “Science on the Underground” project in London, United Kingdom. The project uses posters based on concept cartoons to raise interest and awareness, provoke follow-up action and raise understanding of science amongst passengers. The nature of the concept cartoons is described. A number of data collection methods were used in the evaluation, including interview, observation, analysis of media coverage, and analysis of web site comments. The conclusions are that the project has led to an encouraging level of awareness of and interest in the project and a limited degree of follow-up action. Insufficient data are available to draw conclusions about the impact on public understanding of science.

The Puppets Project: Using Puppets to Promote Engagement and Talk in Science

The PUPPETS Project uses puppets as a stimulus for children to engage in conversations involving reasoning in primary science lessons. Data were gathered using a variety of methods, including audio and video recording, and analysed using an open coding approach based on grounded theory. The data indicate that puppets are engaging and motivating for children; that they promote talk involving reasoning; that they can be particularly effective with reluctant speakers; that they appear to be effective across the whole primary age range; and that they promote significant changes in teachers’ professional practice

Active Assessment in English : Thinking Learning and Assessment In English

Part 1: Introduction, Assessment and Learning 1. Assessment and Teaching 2. Assessment and Recording 3. Creating the Right Environment Part 2: Examples of Active Assessment Strategies Part 3: References and Bibliography