![]() ![]() Instructors who incorporate comics into their curricula suggest that comics generate increased individual student interest ( Sones, 1944) and, according to at least one teacher, make “learning too easy” ( Hutchinson, 1949). Educators have been using comics in the classroom for over 60 years. The potential value of comics in education and student literacy is not a new concept. In this paper, we report data that suggest comic book stories can play a significant role in conveying content in a coherent manner and, in the process, improve the attitudes that non–science majors have toward biology. ![]() According to the NSB's Science and Engineering Indicators for 2004, textbooks now contain more content that is presented with less coherence ( NSB, 2004). Traditional textbooks do not always make this possible, especially if students are already uncomfortable with the material. To combat this, the NSB on Communicating Science and Technology to the Public has underscored the need to communicate the fascination, joy, and utility of science ( NSB, 2000). Only one in five Americans comprehends or appreciates the value or process of scientific inquiry ( National Science Board, 2000). As a result, the public's science literacy is remarkably low. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.Īccording to the National Assessment of Education Progress, the science proficiency of high school seniors dropped from 21% in 1996 to 18% in 2000 and remained at 18% in 2005 ( Grigg et al., 2006). However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. ![]() On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. ![]()
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