Using Concept Cartoons to promote discussion in science
Focus and context
Assessment FOR Learning
Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses.
- Our pupils, staff and parents are clear about what is to be learned and what success would be like.
- Staff talk and work together to share standards in and across schools.
Curricular areas: Science
Stages: Primary/Secondary
Project summary
This ASG in Midlothian set out to use Concept Cartoons to support dialogue with pupils in science and to develop collaboration between primary and secondary schools. Concept Cartoons present serious scientific questions in a way that encourages children and young people to focus their thinking on solving the problems posed. Primary teachers used the cartoons with P3, P5 and P6 pupils. Secondary teachers worked with P7 pupils as part of the primary-secondary transition programme.
Case study extract
Teachers modelled co-operative working across schools and sectors by team-teaching in primary schools and working together at the Secondary Fast Track (P7-S1 transition programme) sessions. This promoted dialogue amongst teachers about teaching approaches used and stimulated reflective thinking.
The use of Concept Cartoons promoted an interactive problem solving approach in science. Lessons began with pupil/pupil and pupil/teacher discussion sessions on how and what to test and not with pupils observing a teacher demonstration.
Teachers found this increased emphasis on discussion highlighted children’s initial level of understanding and identified misconceptions which could then be dealt with that may otherwise have hindered future learning. For example, one teacher using a Concept Cartoon on the eclipse found that some children did not understand the concept of shadows and was able to explain this before continuing.
Children became more confident and willing to express their ideas without fear of ridicule or put-downs.
More consciously structured involvement and interventions by teachers meant children became more confident - particularly the less able children.
Several teachers noted that their relationship with the class changed as they became more confident about telling children that they did not know all the answers. Although this felt uncomfortable at first, it further increased collaboration and dialogue.
As a result of the cross-sector working, links have improved across the primary-secondary transition. Teachers had dedicated time to develop a greater understanding of the level of knowledge, skills and experience children bring from primary to secondary and of secondary teachers’ expectations.
In light of the discussions that took place, aspects of the curriculum at High School have been adapted to prevent repetition and maintain motivation for the children.
Evaluation of this project highlighted that dedicated planning time must be a feature of future work.
The need to gather evidence for the project increased levels of involvement in professional reflection. Collaborative teaching and peer observation by teacher colleagues facilitated supportive professional dialogue.
Children recognised that asking questions and discussion were important parts of science lessons. Misconceptions were identified early so learning was built on understanding.
It was a big challenge for teachers to admit to children (and themselves) that they did not have all the answers - due to the change in the teacher’s role. Peer support was important in this as was the belief that school management was supportive and felt this was a worthwhile project to pursue.
Points to consider
- Using Concept Cartoons helped this ASG to improve the quantity and quality of pupil/pupil and pupil/teacher dialogue in science lessons. How can you ensure that your pupils’ thinking is enhanced by providing them with meaningful opportunities for purposeful talking and listening?
- Teachers in this ASG discovered that they didn’t have to perform the role of resident expert. They found that when they admitted that they didn’t have all the answers, their pupils’ confidence and capacity for collaboration and dialogue improved. To what extent might this be true generally? How might you make your pupils more responsible for their own learning by giving up some of your control over it?
Posted July 2008
Contact details
If you would like further information on this case study, please contact the local authority assessment co-ordinator. You can find contact details for each authority area on our local authority co-ordinators' contacts page.