Enhancing South African science education: The impact of concept cartoons on teaching terminology during science investigations in intermediate phase

Background: The study explored how concept cartoons can be used as a teaching tool to improve Grade 4 learners’ understanding of scientific terminology. The background highlights the importance of effective teaching tools in the changing educational environment, particularly in Natural Sciences education. Objectives: The purpose of the study was to investigate how concept cartoons implemented by Natural Sciences teachers deepened the understanding of scientific terminology in learners when used in investigations. Method: An interview-based, qualitative study was conducted with Grade 4 Natural Sciences teachers using semi-structured interviews and a case study. The data collection involved the use of concept cartoons in teaching scientific terminology, and the teachers’ observations and feedback were collected through interviews. Results: The study identified three themes: (1) Teachers and scientific investigations, (2) Concept cartoons enable scientific talk, and (3) Concept cartoons contribute to teacher learning. The results suggested that concept cartoons function as a valuable resource for teachers, enhancing learners’ comprehension and engagement, and embodying intrinsic characteristics of an educative curriculum material. Conclusion: The study concluded that concept cartoons serve as an effective teaching tool for improving Grade 4 learners’ comprehension of scientific terminology. Additionally, the study supported professional development of Grade 4 Natural Sciences teachers by deepening their grasp of scientific concepts and enhancing their instructional strategies. Contribution: This study contributed to the field of Natural Sciences education by highlighting the potential of concept cartoons as a teaching tool, and its findings can inform the development of teaching strategies and materials that support the learning of scientific terminology for First Additional Language and Language of Learning and Teaching context. Further exploration is warranted on how concept cartoons may support learners requiring remedial support or facing challenges that hinder their effective learning and comprehension of scientific concepts, ultimately enhancing teacher professional development and improving learning outcomes.