Uncovering habits of mind, frames of meaning and alternative conceptions using concept cartoons

Abstract

This study analyzed the result of a regular teacher-made long exam that incorporated a concept cartoon as part of the long exam. Two hundred thirty three freshmen students taking their general education biology course in the first semester of AY 2010-2011 were the respondents. The freshmen were all non-science oriented students belonging to four different programs, namely AB English, BS in Development Communication, Bachelor in Elementary Education and Bachelor of Broadcasting. The aim of the study was to uncover what specific habits of mind the students used in interpreting the concept cartoon and to determine if their interpretations fall under the scientific frame of meaning or the everyday frame of meaning. A secondary aim was to uncover the misconceptions using the concept cartoon. Descriptive statistics such as mean and percentage were used. Results revealed that although most students used scientific habits of mind in their interpretations, the dimensions of articulations and extension of knowledge were wanting. Concept cartoons as a tool is effective in uncovering alternative conceptions and can engage non-science students in scientific thinking and learning.