Children meet cartoons in their early childhood in their home environment and afterwards also in their school environment. Cartoons and animated movies in teaching process strongly motivates and evoke good learning processes through watching, discussing and active participation in accompanying classroom activities. In this contribution, the survey about the presence of science topics and science sli-ups (errors, in contrary with reality) in selected cartoons is presented. In the research, ten popular cartoons were included. In the pedagogical research among fifteen students of third year of primary school the students' perceptions and their responses on science slip-ups in two cartoons were followed. The analysis of cartoons revealed that they include many science slip-outs that can be classified into many science topics. Students are aware of many unreal scenes in the cartoons and they critically comment it. Students' interpretation are based on their experiences and prior knowledge. They often need teachers’ suggestions and guidance, since their prior knowledge and use of terminology does not allow for proper interpretation of science slip-ups. The science slip-ups can be included in science teaching as a launch for experimental activities or problem solving. An example of using cartoons in science teaching about substances and their properties is presented as well as the accompanying guidelines and proposals for preparation classroom activities through using cartoons.
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