This study investigates how two different teaching materials, Concept Cartoons and textbook texts, affect students’ understanding of evolution in a Swedish year 6 classroom. Both materials were used as support for classroom discussions within the same lesson structure.

Data was collected through written pre- and post-tests, as well as interviews with students and their teacher. The results show that students who worked with Concept Cartoons developed a deeper conceptual understanding and expressed fewer misconceptions compared to those who used textbook texts. Students in the intervention group also reported higher engagement and found the material easier to relate to.

The findings suggest that teaching materials designed to challenge common misconceptions and promote discussion can better support conceptual change. The study highlights the importance of social interaction, accessible content, and active dialogue in science education.