Elementary Students Meaning-Making of the Science Comics Series by First Second

Autor/in	Pantaleo, Sylvia
Titel	Elementary Students Meaning-Making of the Science Comics Series by First Second
Quelle	In: Education 3-13, 49 (2021) 8, S.986-999 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pantaleo, Sylvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1818268
Schlagwörter	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; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zeichentrickfilm; Ästhetik; Novel; Roman; School year 04; 4. Schuljahr; Schuljahr 04; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Schülerverhalten; Optische Gestaltung; Learning process; Lernprozess; Schreibübung; Semiotik; Immersionsprogramm; Französisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Kanada
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01