Use of concept cartoons within the conceptual change model to address students’ misconceptions in biology: a case study

As some misconceptions remain persistent, comforting and highly resistant to change, it is imperative to use methods and strategies that are centred around students' abilities, interests and needs to address those misconceptions. This study investigates the appropriateness of using 'concept cartoons' to address misconceptions held by forty grade 9 students on the topic 'plant nutrition'. A mixed research methodology, using the 'conceptual change model' and 'reflective teaching model' as underpinning theoretical frames, was used to develop a methodological framework comprising key stages; namely (i) analysis of the literature to identify common misconceptions held by students on plant nutrition, (ii) implementation of a pre-test to identify the most prevalent misconceptions held by the sampled students, (iii) use of concept cartoons within the conceptual change model to clear the identified misconceptions, and (iv) capture of students' perceptions on the use of a concept cartoon-based strategy to bring conceptual change. The findings showed that the most prevalent misconceptions held by the sampled students were related to photosynthetic pigments, leaf adaptation, definition, raw materials, and the equation of photosynthesis. With more than 80% remediation of misconceptions showcased in this study, the use of concept cartoons within the conceptual change model was found to be appropriate in addressing students' misconceptions.