Concept-Cartoons as a Tool to Evoke and Analyze Pupils Jugdments:  in Social Science Education

Felix Fenske; Andreas Klee; Andreas Lutter

doi:10.4119/jsse-571

Concept-Cartoons as a Tool to Evoke and Analyze Pupils Jugdments: in Social Science Education

Felix Fenske
, Andreas Klee
, Andreas Lutter

Professur für Politikdidaktik

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Lehre › Begutachtung

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Abstract

Der folgende Artikel beschäftigt sich mit den Möglichkeiten des methodischen Einsatzes von Concept-Cartoons im Rahmen sozialwissenschaftlichen Unterrichts. Als Instrumentarium zur Diagnose von Schülervorstellungen und individuellen Urteilsstrategien, bieten Comic-Cartoons den Lehrkräften die Möglichkeit, den Unterricht entlang dieser lernrelevanten Perspektiven zu gestalten. Durch die konstruktive Verknüpfung von Alltagskonzepten und Fachkonzepten können auf diese Weise neue Chancen für nachhaltige Lehr- und Lernprozesse erschlossen werden.
Innerhalb dieses Beitrags wird zunächst die Bedeutung von Schülervorstellungen und vorfachlichen Urteilsstrategien für wirksamen sozialwissenschaftlichen Unterricht geklärt. Im Anschluss erfolgt eine Einführung in die Methode „Concept-Cartoons“. Abschließend werden exemplarisch drei von den Autoren gestaltete Cartoons vorgestellt.

Originalsprache	Englisch
Zeitschrift	Journal of Social Science Education
Jahrgang	10
Ausgabenummer	3
Seiten (von - bis)	46-52
Seitenumfang	7
DOIs	https://doi.org/10.4119/jsse-571
Publikationsstatus	Erschienen - 2011

Fachgebiete und Schlagwörter

Politikwissenschaft
Politikdidaktik
Concept-Cartoon
pupils concepts
teacher concept
judgment processes
judgment strategies
social science education

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

Zugriff auf Dokument

10.4119/jsse-571Lizenz: CC BY-SA

VolltextEndgültige, publizierte Fassung, 501 KBLizenz: CC BY-SA

Dieses zitieren

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title = "Concept-Cartoons as a Tool to Evoke and Analyze Pupils Jugdments: in Social Science Education",

abstract = "The following contribution makes an effort to place the concept-cartoon-method into the context of social science education. Concept-cartoons (CCs) enable teachers to use the everyday life experiences and individual thoughts of the pupils as a positive enrichment tool within the learning processes. In this context, CCs are very suitable to function as a method to gain information about both the existing mental conceptions and the individual political judgment strategies. Through this, it is possible to put everyday life concepts and scientific knowledge in a constructive relationship, which finally enhances new learning objectives. First the article highlights the relevance of pupils{\textquoteright} and teachers` concepts for judgment processes. On this basis the method of CCs is introduced and evaluated.",

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N2 - The following contribution makes an effort to place the concept-cartoon-method into the context of social science education. Concept-cartoons (CCs) enable teachers to use the everyday life experiences and individual thoughts of the pupils as a positive enrichment tool within the learning processes. In this context, CCs are very suitable to function as a method to gain information about both the existing mental conceptions and the individual political judgment strategies. Through this, it is possible to put everyday life concepts and scientific knowledge in a constructive relationship, which finally enhances new learning objectives. First the article highlights the relevance of pupils’ and teachers` concepts for judgment processes. On this basis the method of CCs is introduced and evaluated.

AB - The following contribution makes an effort to place the concept-cartoon-method into the context of social science education. Concept-cartoons (CCs) enable teachers to use the everyday life experiences and individual thoughts of the pupils as a positive enrichment tool within the learning processes. In this context, CCs are very suitable to function as a method to gain information about both the existing mental conceptions and the individual political judgment strategies. Through this, it is possible to put everyday life concepts and scientific knowledge in a constructive relationship, which finally enhances new learning objectives. First the article highlights the relevance of pupils’ and teachers` concepts for judgment processes. On this basis the method of CCs is introduced and evaluated.

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