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Concept cartoons were created more than 20 years ago. For several years, Keogh and Naylor's research provided the only evidence for how concept cartoons can be implemented in the classroom and what impact they have. More recently, a wide range of researchers have added to that research base. This article identifies some of the major implications for teaching and learning, including using concept cartoons to promote cognitive conflict and argumentation, for formative assessment, challenging misconceptions and enhancing motivation and engagement. It also identifies some aspects of teacher professional learning, including implementing constructivist approaches and promoting change in professional practice.
