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Jee, Benjamin D. and Florencia K. Anggoro. "Comic Cognition: Exploring the potential cognitive impacts of science comics." Journal of Cognitive Education and Psychology 11. (2012): 196–208. 
Added by: joachim (7/17/21, 5:47 PM)   Last edited by: joachim (7/17/21, 5:52 PM)
Resource type: Journal Article
Language: en: English
Peer reviewed
DOI: 10.1891/1945-8959.11.2.196
BibTeX citation key: Jee2012
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Categories: General
Keywords: Cognition, Didactics, Nonfiction
Creators: Anggoro, Jee
Collection: Journal of Cognitive Education and Psychology
Views: 10/293
Increasing people's interest and involvement in science is a growing concern in education. Although many researchers and educators seek innovations for classroom instruction, much could be gained by harnessing the activities that people perform at their leisure. Although new media are constantly emerging, comic book reading remains a popular activity for children and adults. Recently, there has been an explosive increase in the creation of educational comic books, including many about science. This rapid increase in science comics far outstrips our understanding of how comics impact people's beliefs and interests in science. In this theoretical article, we draw on research from cognitive science and education to discuss heretofore unexplored cognitive impacts of science comics. We propose several ways in which learning could be enhanced or impaired through reading science comics and discuss several broader issues related to the use of comic books in education, including individual differences and informal learning.
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