Elimination of Pre-service Science Teachers' Misconceptions about Change of State; The Role of Concept Cartoons

Science education is a multidisciplinary field. Chemistry is one of the disciplines of science education. The subjects of chemistry are at the basis of daily life. Therefore, complete and accurate learning of these subjects is necessary for an adequate science education. The aim of this study is to examine the role of concept cartoons in the process of eliminating misconceptions of pre-service science teachers about change of state. The study was designed according to the mixed research method. The first step of the study was a quasi-experimental design in the quantitative dimension and the second step was a case study in the qualitative dimension. In the study, data were collected using a four-tier misconception diagnostic test and open-ended questions. The diagnostic test was administered to pre-service science teachers as both a pre-test and a post-test. Between these tests, the pre-service science teachers participated in a lecture on phase changes, enriched with concept cartoons. The findings indicated a significant difference between the pre-test and post-test scores of pre-service science teachers. The participants reported that concept cartoons are an effective tool for facilitating permanent and accurate learning while also making the learning process enjoyable.