Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology

Lin, Shu Fen; Lin, Huann Shyang; Lee, Ling; Yore, Larry D.

doi:10.1080/21548455.2014.941040

Cited by 79 publications

(86 citation statements)

References 39 publications

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“…In fact, most of the initial research in educational comics focused on short strips or single panel cartoons [Toledo, Yangco and Espinosa, 2014;Kaptan andİzgi, 2014;Kim et al, 2016;Nagata, 1999;Naylor and Keogh, 1999] and their results may be ascribed to the general effects of visualisation, rather than comics per se. On the other end of the spectrum, the results of studies comparing graphic novels with textbooks or essays [Spiegel et al, 2013;Hosler and Boomer, 2011;Lin et al, 2015;Short, Randolph-Seng and McKenny, 2013] could be attributed to the narrative component of the graphic novel, compared to the expository structure of the textbook. Indeed, Hosler and Boomer express this concern when discussing their results: "Would embedding content in a prose story be as effective or is there something inherently motivating about comics that engage students?"…”

Section: Current Research On Educational Comicsmentioning

confidence: 99%

“…Another empirical study was conduced by Lin and colleagues on 194 participants in the Taiwan region (age from 20 to 65 years old, 45% female), which investigated the effects of a comic book on knowledge and attitudes toward nanotechnologies [Lin et al, 2015]. The study found that comics were not significantly more effective than text at improving understanding and attitude (although they were just as effective as text) but "more comic readers (83%) were interested in using their assigned media to learn more about nanotechnology than the text readers (71%)".…”

Section: Current Research On Educational Comicsmentioning

confidence: 99%

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The potential of comics in science communication

Farinella¹

2018

JCOM

157

115

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Visual narratives, such as comics and animations, are becoming increasingly popular as a tool for science education and communication.Combining the benefits of visualization with powerful metaphors and character-driven narratives, comics have the potential to make scientific subjects more accessible and engaging for a wider audience. While many authors have experimented with this medium, empirical research on the effects of visual narratives in science communication remains scarce. This review summarizes the available evidence across disciplines, highlighting the cognitive mechanisms that may underlie the effects of visual narratives. AbstractPublic engagement with science and technology; Science communication: theory and models; Visual communication

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Section: Current Research On Educational Comicsmentioning

confidence: 99%

Section: Current Research On Educational Comicsmentioning

confidence: 99%

The potential of comics in science communication

Farinella¹

2018

JCOM

157

115

View full text Add to dashboard Cite

show abstract

“…Based on the length and level of the narrative complexity, the forms of comics include short comic strips, comic books, and graphic novels (Tatalovic, 2009). Different forms of comics, which are able to combine the specific features of comics, namely humor, narrative, and visuals (Lin, Lin, Lee, & Yore, 2015;Weitkamp & Burnet, 2007), have been used by educators to improve student learning. For example, Liu added comic strips into a high-level text to significantly improve lowreading-level students' comprehension, rather than providing a high-level text only.…”

Section: Science Comicsmentioning

confidence: 99%

Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

Lin

2016

International Journal of Science Education

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Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract highschool students to learn science. A mixed-method quasiexperimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students' lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers' science learning. ARTICLE HISTORY

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“…The relevance of these topics is indicated by constant exposure to news and discussions related to climate change as the yearly temperatures around the world continue to break records and debates regarding climate change coverage continues (Busch, 2016). Biotechnology and nanotechnology continue ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ to garner more interest in popular news outlets (Acarli, 2016), given technological breakthroughs and the potential impact that these technologies can have on peoples' lives and bodies (S.-F. Lin, Lin, Lee, & Yore, 2015). The general upward trend for the topics in this theme indicate that issues generated in science remain intensely researched or discussed.…”

Section: Theme Is: Issues In Sciencementioning

confidence: 99%

Science-Edu-Communication: Trends Reveal in 20 Years of Science Communication Research

Truong

et al. 2019

JBSE

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By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public. Through an automatic scientometric method, this study analyzed 1300 articles published in two leading journals in the field of science communication. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly. The findings confirmed the goal of this research. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning. Keywords: CATAR, scientometric analysis, science communication, science education, science-edu-communication.

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Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology

Cited by 79 publications

References 39 publications

The potential of comics in science communication

The potential of comics in science communication

Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

Science-Edu-Communication: Trends Reveal in 20 Years of Science Communication Research

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