Typy vzdělávacích komiksů a analýza jejich edukačního potenciálu pro přírodovědnou výuku

Eva Trnová; Tomáš Janko; Josef Trna; Karolína Pešková

doi:10.14712/18047106.225

Vol. 7 No. 1 (2016): sciED Research Reports

The Types of Educational Comics and Analysis of Their Educational Potential for Science Instruction

Eva Trnová, Tomáš Janko, Josef Trna, Karolína Pešková,

DOI: https://doi.org/10.14712/18047106.225

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Trnová, E., Janko, T., Trna, J., & Pešková, K. (2016). The Types of Educational Comics and Analysis of Their Educational Potential for Science Instruction. Scientia in Educatione, 7(1), 49-64. https://doi.org/10.14712/18047106.225

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Abstract

Traditionally, comics are perceived as a specific popular medium. Thanks to their popularity and understandability for adolescents, they are nowadays paid increasing attention even in the domain of science education. In this respect, an important aspect of the comics is their content as well as their means of expression. This study aims to explore the educational potential of the medium and to suggest ways of its beneficial educational use for the contemporary NET-generation of students. Based on the selected examples, educational comics are analyzed as means supporting the transformation of scientific educational concepts to a more understandable form. First, the reader is familiarized with the benefits of comics with respect to the educational needs of the current generation of students. Further, the qualities and functioning of comics as educational means are explained.
Finally, recommendations for the effective use of comics in science instruction are
suggested.

References

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McLoud, S. (1993). Understanding Comics. Northamption: Kitchen Sink Press. Search in Google Scholar
Meskin, A. (2013). Comics. In B. Gaut & D. M. Lopes (Eds.), The Routledge companion to aesthetics (575–584). London: Routledge. Search in Google Scholar
Munier, G. (2000). Geschichte im Comics: Aufklärung durch Fiktion? Hannover: Unser Verlag. Search in Google Scholar
Oblinger, D. & Oblinger, J. (2005). Educating the Net Generation. EDUCAUSE. Dostupné na: http://www.educause.edu/educatingthenetgen/ Search in Google Scholar
Peltz, A. (2013). A visual turn: Comics and art after the graphic novel. Art in Print, 2(6), 8–14. Search in Google Scholar
Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Retrieved on November 12, 2006, from http://www.itdl.org/Journal/Jan_05/article01.htm. Search in Google Scholar
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Šeďová, K. (2013). Humor ve škole. Brno: MUNI Press. Search in Google Scholar
Tensuan, T. (2014). Comics. In R. C. Lee (Ed.), The Routledge companion to Asian American and Pacific islander literature (415–425). London: Routledge. Search in Google Scholar
Trnová, E. (2012). Komiksy ve výuce chemie. Media4u Magazine, 9(X4), 119–123. Search in Google Scholar
Trnová, Eva, Trna, J. & Vacek, V. (2013). The Roles of Cartoons and Comics in Science Education. In M. Costa, B. Dorio, M. Kireš. HSci2013. Educating for Science and through Science (240 -244). Košice: P. J. Šafarik University. Search in Google Scholar
Vacek, V., Janko, T. (2014). Možnosti komiksu jako didaktického prostředku: inspirace pro přírodovědnou výuku. Komenský, 138(4), 40–46. Search in Google Scholar
Varnum, R. & Gibbons, Ch. T. (2001). The Language of Comics: Word and Image. Jackson: University Press of Mississippi. Search in Google Scholar
Versaci, R. (2001). How comic books can change the way our students see literature: One teacher's perspective. English Journal, 91(2), 61–67. Search in Google Scholar
Williams, R. M. C. (2008). Image, text, and story: Comics and graphic novels in the classroom. Art Education, 61(6), 13–19. Search in Google Scholar
Wimms, A. S. & Berge, Z. L. (2009). Comics: they´re not just for kids anymore. Chief Learning Officer, Dostupné na: http://www.clomedia.com/articles/comics_they_re_not_ Search in Google Scholar
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Wolf, S., Coats, K., Enciso, P., & C. Jenkins (Eds). (2010). The handbook of research on children's and young adult literature. New York: Routledge. Search in Google Scholar

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[1] Aldama, F. L. (2012). Comics. In S. Bost & F. R. Aparicio (Eds.), The Routledge Companion to Latino/a Literature (361–374). London: Routledge. Search in Google Scholar

[2] Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence". British Journal of Educational Technology, 39(5), 775–786 Search in Google Scholar

[3] Cohen, T. (2013). Humor. In B. Gaut & D. McIver Lopez. The Routledge Companion to Aesthetics (425–431). London: Routledge. Search in Google Scholar

[4] Downes, S. (2005, December 12). An introduction to connective knowledge. Retrieved on November 12, 2006, from http://www.downes.ca/cgi-bin/page.cgi?post=33034. Search in Google Scholar

[5] Fry, A., Wilson, J., & Overby, C. (2013). Teaching the design of narrative visualization for financial literacy. Art, Design & Communication in Higher Education, 12(2), 159–177. Search in Google Scholar

[6] Gruenberg, S. M. (1944). The Comics as a Social Force. Journal of Educational Sociology, 18(4), s. 204–213. Search in Google Scholar

[7] Grunwald, P. (2003). Key Technology Trends: Excerpts from New survey research sundings, exploring the digital generation, Educational Technology. Washington: Department of Education. Search in Google Scholar

[8] Hempelmann, F., Samson, A. C. (2008). Cartoons: Drawn jokes? In V. Raskin (Ed.), The primer of humor research (609–640). Berlin: Walter de Gruyer. Search in Google Scholar

[9] Kop, R. & Hill, A. (2008). Conectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13. Search in Google Scholar

[10] Mayer, R. E. (2011). Instruction based on visualizations. In Mayer, R. E. & Alexander, P. A. (Eds.), Handbook of Research on Learning and Instruction (427–445). New York: Routledge. Search in Google Scholar

[11] McLoud, S. (1993). Understanding Comics. Northamption: Kitchen Sink Press. Search in Google Scholar

[12] Meskin, A. (2013). Comics. In B. Gaut & D. M. Lopes (Eds.), The Routledge companion to aesthetics (575–584). London: Routledge. Search in Google Scholar

[13] Munier, G. (2000). Geschichte im Comics: Aufklärung durch Fiktion? Hannover: Unser Verlag. Search in Google Scholar

[14] Oblinger, D. & Oblinger, J. (2005). Educating the Net Generation. EDUCAUSE. Dostupné na: http://www.educause.edu/educatingthenetgen/ Search in Google Scholar

[15] Peltz, A. (2013). A visual turn: Comics and art after the graphic novel. Art in Print, 2(6), 8–14. Search in Google Scholar

[16] Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Retrieved on November 12, 2006, from http://www.itdl.org/Journal/Jan_05/article01.htm. Search in Google Scholar

[17] Short, J. C., & Reeves, T. C. (2009). The graphic novel: A cool format for communicating to generation Y. Business Communication Quarterly, 72(4), 414–430. Search in Google Scholar

[18] Šeďová, K. (2013). Humor ve škole. Brno: MUNI Press. Search in Google Scholar

[19] Tensuan, T. (2014). Comics. In R. C. Lee (Ed.), The Routledge companion to Asian American and Pacific islander literature (415–425). London: Routledge. Search in Google Scholar

[20] Trnová, E. (2012). Komiksy ve výuce chemie. Media4u Magazine, 9(X4), 119–123. Search in Google Scholar

[21] Trnová, Eva, Trna, J. & Vacek, V. (2013). The Roles of Cartoons and Comics in Science Education. In M. Costa, B. Dorio, M. Kireš. HSci2013. Educating for Science and through Science (240 -244). Košice: P. J. Šafarik University. Search in Google Scholar

[22] Vacek, V., Janko, T. (2014). Možnosti komiksu jako didaktického prostředku: inspirace pro přírodovědnou výuku. Komenský, 138(4), 40–46. Search in Google Scholar

[23] Varnum, R. & Gibbons, Ch. T. (2001). The Language of Comics: Word and Image. Jackson: University Press of Mississippi. Search in Google Scholar

[24] Versaci, R. (2001). How comic books can change the way our students see literature: One teacher's perspective. English Journal, 91(2), 61–67. Search in Google Scholar

[25] Williams, R. M. C. (2008). Image, text, and story: Comics and graphic novels in the classroom. Art Education, 61(6), 13–19. Search in Google Scholar

[26] Wimms, A. S. & Berge, Z. L. (2009). Comics: they´re not just for kids anymore. Chief Learning Officer, Dostupné na: http://www.clomedia.com/articles/comics_they_re_not_ Search in Google Scholar

[27] just_for_kids_anymore. Search in Google Scholar

[28] Wolf, S., Coats, K., Enciso, P., & C. Jenkins (Eds). (2010). The handbook of research on children's and young adult literature. New York: Routledge. Search in Google Scholar

Scientia in educatione

The Types of Educational Comics and Analysis of Their Educational Potential for Science Instruction

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