Examining Science Teacher Candidates Views on the Use of Concept Cartoons in the Force and Energy Unit

The aim of this research is to determine the views of science teacher candidates regarding the use of concept cartoons in the "Force and Energy" unit. A phenomenological design, which is one of the qualitative research methods, was chosen for the study. The study group consisted of 20 science teacher candidates. A semi-structured interview form, developed by the researchers was used as the data collection tool, and the collected data were analyzed using descriptive analysis and content analysis. According to the research findings, the teacher candidates expressed that concept cartoons and their purposes primarily involve speech bubbles. They identified potential energy as the concept with the highest potential for use in concept cartoon in the force and energy unit. They suggested that concept cartoons should be used during the introduction and elaboration phases of the lesson. Additionally, it was found that teacher candidates should include clear explanations when using concept cartoons and that the Canva program was the most frequently preferred Web 2.0 tool for preparing them. They stated that the advantage of using concept cartoons is their ability to engage students, while the disadvantage lies in the inability to reflect detail. Concept cartoons can also be used in other units to generate interest in the lesson and to eliminate misconceptions.