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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 J 2014 The effects of arts integration on long-term retention of academic content Mind Brain Educ 8 3 144 148 10.1111/mbe.12053 http://dx.doi.org/10.1111/mbe.12053
2. Ghazanfari M, Ziaee M, Sharifianfar E 2014 The impact of illustrations on recall of short stories Procedia Soc Behav Sci 98 572 579 10.1016/j.sbspro.2014.03.453 http://dx.doi.org/10.1016/j.sbspro.2014.03.453
3. de la Iglesia JCF, Buceta MJ, Campos A 2004 The use of mental imagery in pair associate learning in persons with Down’s syndrome Br J Dev Disabil 50 98 3 12 10.1179/096979504799104001 http://dx.doi.org/10.1179/096979504799104001
4. Cleveland LM, Reinsvold RJ 2017 Development of oral communication skills by undergraduates that convey evolutionary concepts to the public J Microbiol Biol Educ 18 1 10.1128/jmbe.v18i1.1227 28512518 5410759 http://dx.doi.org/10.1128/jmbe.v18i1.1227
5. Sherkin J Science and culture: cartoons to better communicate science Proc Natl Acad Sci USA 112 11741 11742
6. Keogh B, Naylor S 1999 Concept cartoons, teaching and learning in science: an evaluation Intl J Sci Educ 21 4 431 446 10.1080/095006999290642 http://dx.doi.org/10.1080/095006999290642
7. Chin C, Teou LY 2010 Formative assessment: using concept cartoon, pupils’ drawings, and group discussion to tackle children’s ideas about biological inheritance J Biol Educ 44 3 108 115 10.1080/00219266.2010.9656206 http://dx.doi.org/10.1080/00219266.2010.9656206
8. Moseley C, Reinke K 2002 Cartoon and bumper sticker science Sci Scope 25 6 32 34
9. Khalid H, Subahan Meerah T, Halim L 2010 Teachers’ perception towards usage of cartoon in teaching and learning physics Procedia Soc Behav Sci 7 538 545 10.1016/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
2019-10-15

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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