The Future of Education

Contextualized Concept Cartoons, as an alternative in the teaching of sciences, have contributed to the conceptual position taken by students on situations or phenomena. This article presents the results of research on the design, construction, and implementation of Contextualized Concept Cartoons as a new perspective of teaching and learning environments, which promote the generation of questions and explanations in relation to situations related to the natural sciences. Thus, these new narratives involve science teachers, the interests of students, scientific concepts and teaching perspectives based on situations or phenomena. The qualitative methodology developed the questions’ content analysis and students’ explanations about the scientific phenomena, as well as the results of the application of a Likert scale, as a declarative reference of the students’ motivation towards the science class. The results of the analysis allow consolidating a didactic potential of the Contextualized Concept Cartoons with respect to the generation of questions, explanations and experimental action plan that students construct individually and collectively in science classes.

Keywords: Contextualized Concept Cartoon, Teaching Science, Didactic, Motivation;

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