ERIC Number: EJ1313244
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: N/A
Available Date: N/A
Elementary Students Meaning-Making of the Science Comics Series by First Second
Education 3-13, v49 n8 p986-999 2021
During a classroom-based study, eight- to ten-year-old students had multiple opportunities to develop their knowledge and understanding about semiotic resources for meaning-making in picturebooks and graphic novels. Instruction during the study included a variety of activities that focussed on a selection of elements of visual art and design, and conventions of the medium of comics. A component of the study involved the Grades 4 and 5 students reading and discussing, and writing about two science graphic novels. Content analysis of the students' responses to these multimodal ensembles revealed how the students identified, described, and interpreted various elements of visual art and design, and conventions of the medium of comics in the science comics as fulfilling multiple meaning-making purposes. The findings indicated that student learning about the what, why and how of design affected their aesthetic understanding of and critical thinking about the science graphic novels.
Descriptors: Science Instruction, Cartoons, Aesthetics, Novels, Grade 4, Elementary School Students, Critical Thinking, Teaching Methods, Content Analysis, Student Attitudes, Visual Arts, Design, Learning Processes, Writing (Composition), Multimedia Materials, Semiotics, Immersion Programs, French, English, English (Second Language), Second Language Learning, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
Author Affiliations: N/A