In both large bookstore chains and local comic book stores, it is relatively easy to find comics that focus on politics, history, and autobiographies. We describe the study, results, and implications of our findings for efforts to engage a broad spectrum of youth with science. We next summarize key concepts in identity theory and a model of interest development that justify comparing comic and essay formats for disseminating scientific information. After discussing the relationship between interest and achievement in science, we describe the rationale for using comics as an educational format. First, we review why knowledge of viruses is important content to disseminate, and provide evidence that the general public’s knowledge of viruses is limited. This study focuses on viruses as scientific content. How can educators engage all teenagers, even those with low science identity? Guided by identity theory and a model of interest development, we assess one possible, unconventional approach-using comic books to convey science information. 2008) and thus can be characterized as having low science identity. Prior research suggests that many teenagers have low science achievement and/or low interest in science (Gonzales et al.
Our goal is to contribute to efforts to disseminate emerging science knowledge by focusing on a particularly relevant science topic, viruses, and a critical age group, teenagers. There is continued need for investigation on improving methods for engaging people with scientific knowledge. "Despite many years of efforts to communicate new scientific knowledge to the public, surveys continue to suggest that many people remain uninformed about current scientific research (Miller 2001, 2004) and fail to recognize how it can be relevant to their lives. The students also commented that such qualitative resources make learning engineering more fun.
The results indicate that the learning aids were considered helpful for understanding the behaviour of the circuits in question. Feedback from some electrical engineering lecturers about the nature of the resources was also sought. The data were collected through the researcher’s observations and interactions with students while participating in the laboratory sessions, and also through a short questionnaire, which was given to the students at the end of the session. The method of testing involved the researcher as observer - participant during two undergraduate engineering laboratory sessions at the University of Malta. Therefore, they could provide another perspective with which students could understand circuit behaviour.
Engineering students tend to be visual learners, and resources that depict circuit behaviour in terms of a sequence of figures rather than just mathematics or verbal descriptions, could appeal more to the students. This article reports on the use of comic strips in engineering laboratory sessions.
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