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Communicating Science through Editorial Cartoons in Microbiology Classrooms

    Authors: Thomas Edison E. dela Cruz1,*, Jeane V. Aril-dela Cruz1
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    Affiliations: 1: Department of Biological Sciences, College of Science, University of Santo Tomas, Sampaloc 1008 Manila, Philippines
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    Source: J. Microbiol. Biol. Educ. March 2018 vol. 19 no. 1 doi:10.1128/jmbe.v19i1.1496
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    Abstract:

    The use of graphical illustration in lecture presentations can make a seemingly boring lesson more attractive and enticing to students. Creating science-themed illustrations and science-based narratives can also lead to creative and critical thinking among students. We used writing editorials and creating editorial cartoons as a learning activity to promote critical thinking and creative skills that are essential in communicating scientific information. This activity can be used with a range of audiences, at various educational levels and in basic to advanced courses.

References & Citations

1. Hardiman M, Rinne L, Yarmolinskaya J2014The effects of arts integration on long-term retention of academic contentMind Brain Educ8314414810.1111/mbe.12053 http://dx.doi.org/10.1111/mbe.12053
2. Ghazanfari M, Ziaee M, Sharifianfar E2014The impact of illustrations on recall of short storiesProcedia Soc Behav Sci9857257910.1016/j.sbspro.2014.03.453 http://dx.doi.org/10.1016/j.sbspro.2014.03.453
3. de la Iglesia JCF, Buceta MJ, Campos A2004The use of mental imagery in pair associate learning in persons with Down’s syndromeBr J Dev Disabil509831210.1179/096979504799104001 http://dx.doi.org/10.1179/096979504799104001
4. Cleveland LM, Reinsvold RJ2017Development of oral communication skills by undergraduates that convey evolutionary concepts to the publicJ Microbiol Biol Educ18110.1128/jmbe.v18i1.1227285125185410759 http://dx.doi.org/10.1128/jmbe.v18i1.1227
5. Sherkin JScience and culture: cartoons to better communicate scienceProc Natl Acad Sci USA1121174111742
6. Keogh B, Naylor S1999Concept cartoons, teaching and learning in science: an evaluationIntl J Sci Educ21443144610.1080/095006999290642 http://dx.doi.org/10.1080/095006999290642
7. Chin C, Teou LY2010Formative assessment: using concept cartoon, pupils’ drawings, and group discussion to tackle children’s ideas about biological inheritanceJ Biol Educ44310811510.1080/00219266.2010.9656206 http://dx.doi.org/10.1080/00219266.2010.9656206
8. Moseley C, Reinke K2002Cartoon and bumper sticker scienceSci Scope2563234
9. Khalid H, Subahan Meerah T, Halim L2010Teachers’ perception towards usage of cartoon in teaching and learning physicsProcedia Soc Behav Sci753854510.1016/j.sbspro.2010.10.072 http://dx.doi.org/10.1016/j.sbspro.2010.10.072

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/content/journal/jmbe/10.1128/jmbe.v19i1.1496
2018-03-30
2018-10-22

Abstract:

The use of graphical illustration in lecture presentations can make a seemingly boring lesson more attractive and enticing to students. Creating science-themed illustrations and science-based narratives can also lead to creative and critical thinking among students. We used writing editorials and creating editorial cartoons as a learning activity to promote critical thinking and creative skills that are essential in communicating scientific information. This activity can be used with a range of audiences, at various educational levels and in basic to advanced courses.

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