Integrating physical science and the graphic arts with scientifically accurate comic strips: rationale, description and implementation

Abstract

Because of their visual, attractive, often-humorous perspective, and overall appeal, cartoons and comic strips have been used for many decades in the classroom, especially as pedagogical tolls in language and social studies classes. However, cartoons and comic strips can be used as effectively in the physical science classroom. The purpose of this paper is to familiarize physical science teachers with an innovative teaching strategy for high school and college science students involving the design and creation of scientifically accurate comic strips. Scientifically accurate comic strips are an original, student-generated sequence of cartoon panels that correctly present a scientific idea or principle, either directly or indirectly, in a humorous or reflective way. This approach departs significantly from most of the literature on cartoons and comic strips as educational aides in that already made cartoons are not used. A literature-based rationale for its use, feedback from students, and assessment criteria will be discussed.

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