One of the most important functions of primary education is to give the necessary information and to provide individuals with the minimum knowledge and skills to know their surroundings, to build healthy relationships, to have a broad view of the world and to use their rights as a citizen (Çubukçu&Gültekin, 2006). Through this education, the individuals who have reached the age of literacy do not only develop the knowledge of arithmetic, they also develop the awareness to live within a society and to become a good citizen. A good citizen is someone who is aware of his/her responsibilities and duties to the society, who is sure about himself/herself and respectful to differences, who cares about national independence and protects national values. It is possible to make individuals gain these features only through an effective citizenship education. Citizenship education is a multi-faceted process the aim of which is to develop citizenship awareness. Within this process, the most important duty of educators is to provide the students with correct modellings of citizenship concepts such as democracy, human rights and equality. However, when the literature is reviewed, it can be seen that students have some problems in their perceptions of citizenship concepts (Nayır&Akar,2009). Sabancı (2008) suggests that the reason for these problems is that these concepts are abstract concepts which are difficult to experience in real life. Thus, with reference to this view, this study analyzes the efficacy of using conceptual cartoons in developing citizenship awareness in primary school students. The study was prepared with an experimental design with pre-test and post-test control groups and 62 5th grade students participated in the study. The lessons were taught by using conceptual cartoons in the experimental group while they were taught in line with the 2005 Primary School Social Sciences curriculum in the control group. “One Country, One Flag Unit Achievement Test” developed by the researcher and “Social Sciences Lesson Attitude Scale” developed by Deveci (2002) were used in the study as data collection tool.Independent samples t-test and Mann-Whitney U test were used for theanalysis of the data. The results of the study showed that althoughusing conceptual cartoons caused a significant difference in students’achievement and permanence levels, it did not influence students’attitudes towards the lesson. The data were interpreted in the light ofliterature and recommendations were made.STRUCTURED ABSTRACTIntroductionOne of the most important functions of primary education is togive the necessary information and to provide individuals with theminimum knowledge and skills to know their surroundings, to buildhealthy relationships, to have a broad view of the world and to use theirrights as a citizen (Çubukçu&Gültekin, 2006). Through this education,the individuals who have reached the age of literacy do not only developthe knowledge of arithmetic, they also develop the awareness to livewithin a society and to become a good citizen. A good citizen is someonewho is aware of his/her responsibilities and duties to the society, who issure about himself/herself and respectful to differences, who caresabout national independence and protects national values. It is possibleto make individuals gain these features only through an effectivecitizenship education. Citizenship education is a multi-faceted processthe aim of which is to develop citizenship awareness. Within thisprocess, the most important duty of educators is to provide thestudents with correct modellings of citizenship concepts such asdemocracy, human rights and equality. However, when the literature isreviewed, it can be seen that students have some problems in theirperceptions of citizenship concepts (Nayır&Akar, 2009). Sabancı (2008)suggests that the reason for these problems is that these concepts areabstract concepts which are difficult to experience in real life. Thus,with reference to this view, the aim of study was expressed as follows:What are the effects of using concept cartoons to help studentsattain citizenship conscience in students’ academic success, attitudestowards social sciences and the permanence of learning? It was soughtanswers that the following sub-problems in accordance with thisproblem in the study:1)Is there a sıgnificant difference between the mean scores of theacademic achievement post test of the groups.2)Is there a significant difference between the post test meanscores regarding the groups’ social science attitudes?3)Is there a significant difference between the mean scores of thepermenance test of the groups?MethodThis study that was examined the effect of the use of conceptcartoons in gaining of citizenship consciousness of primary schoolstudents was prepared according to the “pre-test and post-test controlgroup model. The study was carried out with 62 the fifth grade studentswho studied in a primary school in Asarcık district of Samsun. It wasused “One Country One Flag” achievement test and “Attitude Scale Towards Social Sciences Course” as data collection tools. Theachievement test was developed by researcher while considering relatededucational attainment. It was formed from 27 items. The other datacollection tool was developed by Deveci (2002). The scale was used todetermine students’ attitudes towards social studies lesson in thestudy. It was comprised of 31 items and six factors. The data collectiontools were applied by students as pre-test, post-test and retention test.Datas were analyzed through a statistical package program. As well ascalculations such as arithmetic mean, standard deviation, frequencyand percentage; dependent and independent samples t-test, Wilcoxonsigned rank test and Mann-Whitney U test were used for the analysis ofthe datas.Discussion, Conclusion and SuggestionsThe resu