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Hosler, Jay and K. B. Boomer. "Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?." CBE—Life Sciences Education 10. 3 2011. Accessed 5Feb. 2015. <>. 
Added by: joachim (2/10/14, 8:19 AM)   Last edited by: joachim (2/5/15, 11:17 AM)
Resource type: Web Article
Language: en: English
Peer reviewed
DOI: 10.1187/cbe.10-07-0090
BibTeX citation key: Hosler2011
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Categories: General
Keywords: "Optical Allusions", Didactics, Empirical research, Hosler. Jay, Nonfiction, Sciences, USA
Creators: Boomer, Hosler
Collection: CBE—Life Sciences Education
Views: 35/777
Attachments   URLs   http://www.lifesci ... tent/10/3/309.full
Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. 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. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. 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. 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.
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