The Application of Comics in Science Education

Koutníková, Marta

doi:10.1515/atd-2017-0026

Cited by 48 publications

(44 citation statements)

References 8 publications

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“…This is because ideas transmitted through cartoon is easily understood namely through the action of the cartoon character (Subhan & Lilia, 2010). Besides that, the cartoon concept has succeeded in showing its importance in modern teaching and learning strategies (Koutnikova, 2017) through some previous studies. In this regard, there are many past studies that have identified the effects of using cartoon concepts in learning on discussion skills (Naylor & Keogh, 2013), learning fun (Narayan, 2016), students' attitudes and interests (Kaptan & Izgi, 2014) and student achievement (Murtiningrum, Ashadi, Mulyani, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Concept cartoon in problem-based learning : A systematic literature review analysis

Jamal

Ibrahim

Surif

2019

J. Technol. Sci. Educ.

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Concept cartoon teaching strategy have the potential to increase creativity and innovation as well as the students' interest in understanding concepts. It is considered as a method that encourages students to continue exploring the issues raised and seeking solutions. This concept cartoon lesson is very suitable to be applied in the field of Science, Technology, Engineering and Mathematics which is often regarded as an abstract and difficult field. Therefore, it is becoming a necessity to see how far the cartoon concept in learning has been implemented in schools. This systematic literature review analysis aims to focus on the similarities and differences such as the objective used, the methodology used and the findings of the study. The study article was selected through a database of various types of journals according to keywords. Keywords used in the search are Concept Cartoon AND comic AND Problem-based learning. The search has been limited between 2009 and 2017. A total of 9 studies have been selected to be analyzed based on the four steps in systematic literature review. The four steps included frame a question, run a search, read the abstract and tittle of individual papers and abstract information from selected set of final articles. The results of the systematic literature review analysis can be concluded on recent research and previous research that cartoon concept teaching strategy is very effective in enhancing creative thinking as well as cultivating students' interest in Science, Technology, Engineering and Mathematics.

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Section: Literature Reviewmentioning

confidence: 99%

Concept cartoon in problem-based learning : A systematic literature review analysis

Jamal

Ibrahim

Surif

2019

J. Technol. Sci. Educ.

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“…It is worth noting that digital comics are considered feasible for students at different ages and skills (Farah, Syamsul & Norshuhada, 2014, Keogh & Naylor, 1999Spiegel, McQuillan, Halpin, Matuk & Diamond, 2013;Koutníková, 2017) being beneficial for students with no prior knowledge of the subject (Farinella, 2018).…”

Section: Teaching Science With Narratives and Comicsmentioning

confidence: 99%

Digital Comics, a Visual Method for Reinvigorating Romanian Science Education

Crăciun

Bunoiu

2019

RREM

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The Romanian science education reform is targeting a real literacy in science and technology among all graduates of the compulsory education. Writing, talking, and reading about science are desirable goals of scientific literacy, and also ways of achieving it. One the one hand, the current generation of pupils is a digital one, a YouTube Generation or Net Generation, which has grown up in an environment in which it is constantly exposed to digital technology and accustomed to the use of various media, short written texts, pictures and videos, for pleasure and sometimes for learning. On the other hand, handson learning activities based on ICT tools aim at increasing pupils' interest in sciences both during formal and non-formal education. In this context, the use of visuals and ICT, in particular, of digital comics, can be a suitable medium/method for science education and communication for this young generation. In this article, we describe and analyze how ICTbased formal and non-formal activities incorporating digital comics and other visuals can facilitate learning and can increase student enthusiasm/motivation for learning science. This article presents and analyzes example activities designed for secondary school pupils by students from the Faculty of Physics, from the West University of Timisoara, which are also enrolled in the preservice teacher training program offered by this institution. The favorable feedback we have received from the pupils and preservice science teachers alike leads us to assert that such innovative ICT-based teaching methods can lead to a revival of the Romanian science education in general, and of the Romanian physics education in particular, at least as a result of raising pupils' interest in this discipline.

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“…Additionally, concept cartoons are assistant tools used in attracting students' attention to classes and improving their interest in them (Roesky and Kennepohl, 2008). The cartoon concept has succeeded in showing its importance in modern teaching and learning strategies (Koutnikova, 2017). Hence, impact of concept cartoons on academic achievement of primary school 4 th grade students in the unit "The Earth Crust and Movements of The Earth" in science lesson was investigated.…”

Section: Introductionmentioning

confidence: 99%

Impact of instruction with concept cartoons on students academic achievement in science lessons

Yılmaz¹

2020

Educ. Res. Rev.

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In this study, the impact of concept cartoons on students' academic achievement in science lessons was investigated. The research was carried out in 2018-2019 spring term. The study group consisted of 49 4th grade students in Zonguldak Devrek Çaydeğirmeni TOKİ Primary School. 23 of the students were in the experimental group, and 26 of them were in the control group. Quasi-experimental design with pretest and posttest control group was employed in the study. The unit "The Earth Crust and Movements of The Earth" was taught with concept cartoons to the experimental group students, and with conventional method (current instructional program) to the control group students. The research lasted for 4 weeks. The students in the experimental and control groups received 12 h of education (3 h per week). Achievement test and concept cartoons were used as data collection tools. Arithmetic mean, standard deviation, normality test, KMO test and independent groups t-test were used for data analysis. A statistically significant difference was found between academic achievements of experimental group students on whom instruction was made with concept cartoons and of control group students on whom instruction was carried out with conventional method. The difference was in favor of the experimental group students.

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The Application of Comics in Science Education

Cited by 48 publications

References 8 publications

Concept cartoon in problem-based learning : A systematic literature review analysis

Concept cartoon in problem-based learning : A systematic literature review analysis

Digital Comics, a Visual Method for Reinvigorating Romanian Science Education

Impact of instruction with concept cartoons on students academic achievement in science lessons

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