Running head: COMICS AND GRAPHIC NOVELS IN SCIENCE INSTRUCTION

Using Comics and Graphic Novels for Elementary Science Instruction

Arika Collins and Wynena Cox

University of West Georgia

Title

Bucher, K. T., & Manning, M. L. (2004). Bringing Graphic Novels Into a School's Curriculum.

Clearing House, 78(2), 67-72

Summary of Review of Literature

Young adults are becoming more interested in graphic novels over the years. The use of

graphic novel is becoming a hit and moving away from the traditional school reading.

Educators need help to adjust to the various types of graphic novel that can be used in the

classrooms.

Analysis

Providing graphic novels to young adults, it can teach them how to decode words and the

illustrations in visual sequences. And young adults are becoming more engaged and learn

through graphic novels. Young adult reader look for print media that contains the same visual

impact and paced-down writing style and contribute to visual rather than written literacy.

Educators are not aware of the different types of graphic novel that can be selected to use

in the classroom and school library. And some educators worry that reading graphic novels will

discourage adolescents from reading other genres of literature, other believe that graphic novel

may require young adults to use more complex cognitive skill than reading text along.

Summary of Results

Graphic novels belong in every classroom and school library. Graphic novel appeal to

young people, educators can use them to offer alternatives to traditional texts and mass media

and to introduce young adults to literature. Using graphic novels can teach literary terms,

technique such as dialogue, and can be used for writing assignments. By allowing graphic

novels in the classroom, it introduce to specific content areas about science or diversity.
Opinion of Research

The use of graphic novels, some educators are reluctant to promote and/or use graphic

novels in the classroom. But there are several educators feel that graphic novel is a way to

engage young adults while teaching. In the 21st Century, we as educators need new methods of

teaching young adults and it could be a great way to promote reading for enjoyment and learning

across the curriculum.

Title
Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring Graphic Novels for Elementary

Science and Mathematics. School Library Research, 14, 1-17.

Summary of Review of Literature

In an effort to explore teachers viewpoints towards using graphic novels in math and

science classes, a study was conducted. The study examined teachers' perspectives on using

graphic novels for math and science content in elementary classrooms

Analysis

Participants in the study included 11 elementary teachers and faculty members from a

University Department of curriculum and instruction. Participants experiences and expertise in

elementary literacy math and science were considerations taken for participation in the study. A

variety of trade books and subject specific graphic novels were also used in this study.

Researchers created text review guide that included a 5-point Likert scale in which participants

used to assess the quality of the graphic novels and to guide participants discussion in focus

groups facilitated by researchers.

Participants examined the trade books and graphic novels. They then reflected and

provided feedback in focus groups on the Math and Science graphic novels using the review

guides.

Summary of Results

The qualitative results revealed through the evaluation forms varied perspectives on

graphic novels. Teachers were interested in graphic novels but hesitant in using them in their

classrooms. They identified with possible problems when using them and concerns associated

with content specific graphic novels. Teachers expressed that there were benefits of using
graphic novels to engage certain students. Results also demonstrated teachers believes that

graphic novels fail to expose students to rich content.

Opinion on Research

Hopefully the results of this study will lead to further research focusing on teachers

attitudes and actual use an incorporation of comics and graphic novels in science classrooms. It

was interesting to see teachers views towards using graphic novels in general. The process in

which the participants analyze the resources available was very helpful. The authors noted that

using comics and graphic novels are a relatively new genre, teachers and media specialist could

use this when they are selecting books to use in their schools. For the most part, teachers''

attitudes were positive; but like other research presented, it would be more beneficial to evaluate

students attitudes when using graphic novels in Science.

Title

Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J., & Spyrellis, N. (2009). Multimedia

application with animated cartoons for teaching science in elementary education.

Computers & Education, 52741-748. doi:10.1016/j.compedu.2008.11.018

Summary of Review of Literature

The research results provide evidence that the use of animated cartoons significantly

increases the young students knowledge and understanding of specific science concepts, which

are normally difficult to comprehend and often cause misconceptions to them.

Analysis

Multimedia application with animated cartoons can be used effectively in the teaching

process when they provide information with regard to concretely instructive objects. The

construction of the cartoon-style multimedia application, cartoons where designed from scratch

using appropriate programs. The application was enriched with narration, dialogues, static

graphics, and animation, and was addressed to elementary school students. The cartoon-style

multimedia application that was created consists of two major parts. In the first part, the

presentation and the analytic explanation of the involved basic science concepts of volume,

mass, and density was attempted via animated cartoons and hearing dialogues, thus aiming at

both the comprehension and the assimilation of the above concepts. In the second part of the

cartoon application, i.e. in the questions section, the same simple cartoon-style is used and the

answers that each student gives are recorded. The study was designed to address the questions:

If animated cartoons help students to differentiate the concepts of mass, volume and density, if

animated cartoons recall prior knowledge more effectively in fifth grade students and if animated

cartoons can be used as a supplementary didactical tool for teachers in elementary school?
Summary of Results

This study show that students knowledge and understanding was upgraded through the

differentiation of the concepts of mass, volume, and density with the use of animated cartoons.

Animated cartoons help them recall prior knowledge more effectively, as it is confirmed by the

success rates of the students. Students answered correctly in the case with the cartoons

application, than using the classic method on just text on the cartoon application.

Opinion About the Research

This research on cartoons in a multimedia application provide evidence that science in a

form of a multimedia application in science, provide evidence that science can be discovered

even in the most surprising and informal places students. The presentation of cartoons in a

multimedia application gave it an obvious advantage as a learning aid, based upon the

presentation of specific scientific knowledge in a popular form that is enjoyed by most young

students. I think students will have fun using animated cartoon and is a great visual aide for

diverse learners, I would use animated in my students.

Title
Lapp, D., Wolsey, T. D., Fisher, D., & Frey, N. (2011). Graphic novels: What elementary

teachers think about their instructional value. Journal of Education, 23-35.

Summary of Review of Literature

Survey research was used to determine teachers attitudes towards graphic novels and

their actual use of graphic novels in their classrooms.

Analysis

In an attempt to reveal attitudes towards and the purposes for using graphic knowledge

novels, researchers questioned teachers about how they used and valued graphic novels for

instruction in an attempt to engage students learning, especially for struggling readers and

writers. This study used survey methodology to examine teachers attitudes towards graphic

novels and how they were using them in their classrooms. Survey questions were designed and

situated so that they would be parallel to questions throughout the survey on teachers actual

classroom use of graphic novels.

Participants in this study included a group of graduate level teachers from different grade

levels. The students served through the participating teachers ranged in ability with 42% English

Language Learners, 8% Special Education students, and nearly half were classified as low

socioeconomic status.

The quantitative survey instrument showed categorical scales a Likert type scale, which

used yes-no questioning, gr and a frequency of use scale and was self-administered as a

questionnaire.

Summary of Results
 Survey results indicated that teachers were willing to use graphic novels in their

instruction. However they were limited in their attempts to incorporate graphic novels in their

instruction because of the lack of resources.

Opinion of Research

This study revealed that although teachers have positive attitudes regarding graphic

novels in the classroom most do not feel that they are effective resources to be used for

instruction especially in reading. It was noted that advanced readers and academically talented

students would better benefit from them as a form of enrichment. The genre is relatively new;

there are not many resources available for younger students. Perhaps this is why many teachers

did not find them useful for instructional purposes. The survey questions were very detailed,

however, they did not specify a particular subject for using graphic novels other than Reading.

For further study, I would have liked to have seen teachers viewing subject area related graphic

novels and determining their effectiveness.

Title

Rule, A. C., Sallis, D. A., & Donaldson, J. A. (2008). Humorous Cartoons Made by Preservice

Teachers for Teaching Science Concepts to Elementary Students: Process and Product.

ED501244.

Summary of Review of Literature

In an attempt to focus more instructional time on science, preservice teachers used an

instructional design process to analyze, create, and integrate science instruction with reading

using comics.

Analysis

Preservice teachers used a systematic approach to develop a Science unit of study in

which cartoons and comics would be used to engage students during the learning process. They

analyzed science trade books written for elementary school students, noted content, ideas and

terms on specific topics, and connected literacy skills with Science content. They then created

cartoons using information from their analyses. A survey was administered to students determine

their attitudes and interests after participating in the instructional design process. The survey

results were then used to improve cartoons they had made and created and to gauge the

effectiveness of using comics and cartoons for engagement.

Summary of Results

The results of the survey indicated that students overall learned new science information

through the cartoon and comic activities. Preservice teachers also realized that comics and

cartoons can be used effectively to convey science information. Most teachers reported that they

would use comics and cartoons as a strategy to engage students.

Opinion About the Research

The study conducted was effective and showing how the instructional design process can

be used to introduce an innovation, namely using cartoons and comics for science instruction. I

thought that this study could have been more effective by surveying the students the preservice

actually served. By analyzing their attitudes, behaviors, and even knowledge gained by reading

comics and cartoons would have determined the true effectiveness of using cartoons and comics

in Science instruction.

References

Bucher, K. T., & Manning, M. L. (2004). Bringing graphic novels into a school's curriculum.
 Clearing House, 78(2), 67-72

Cooper, S., Nesmith, S., & Schwarz, G. (2011). Exploring Graphic Novels for Elementary

Science and Mathematics. School Library Research, 14, 1-17.

Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J., & Spyrellis, N. (2009). Multimedia

application with animated cartoons for teaching science in elementary education.

Computers & Education, 52741-748. doi:10.1016/j.compedu.2008.11.018

Lapp, D., Wolsey, T. D., Fisher, D., & Frey, N. (2011). Graphic novels: What elementary

teachers think about their instructional value. Journal of Education, 23-35.

Rule, A. C., Sallis, D. A., & Donaldson, J. A. (2008). Humorous Cartoons Made by Preservice

Teachers for Teaching Science Concepts to Elementary Students: Process and Product.

ED501244.