eng Science and Education Publishing American Journal of Educational Research 2327-6150 2021-09-24 9 9 587 599 10.12691/education-9-9-5 EDUCATION2021995 article Rosemary Naana Kumi-Manu naanakumi.UEW@gmail.com 1 University of Education, Winneba, Ghana This study investigated the use of concept cartoons to diagnose and remedy pupilsĄŻ misconceptions in selected science concepts. The sample comprised 37 Junior High School (JHS) pupils and one science teacher in Abelemkpe Junior High School in the Greater Accra Region of Ghana. Completed worksheets of pupils on concept cartoons of selected science topics were discussed and analyzed to find out their misconceptions about the concepts under study. Results revealed that pupils had a host of misconceptions on the concepts. During class and group discussions, the pupils had the opportunity to compare their original ideas with the ones in the cartoons. They also listened to their peersĄŻ explanations about the correct science concepts and built on their initial conceptual framework. These enabled the pupils to correct their misconceptions in an interactive environment through concept-cartoon based instruction. The results showed that concept cartoons could be used to determine pupilsĄŻ misconceptions of selected science topics to enable appropriate interventions to be designed to address them when possible. Concept cartoon is therefore recommended to be used by JHS teachers to teach science effectively. http://pubs.sciepub.com/education/9/9/5/education-9-9-5.pdf concept cartoons misconceptions constructivist learning conceptual change