Using Graphic Novels in the STEM Classroom

Beyond securing exam results and opening the door for career destinations, teachers of STEM subjects have the broader (and almost certainly more daunting) responsibility of developing a young person’s understanding of the world around them, helping them to make sense of their experiences, and supporting them in interweaving new ideas into this prior understanding. Using graphic novels in the science, technology, engineering, and mathematics (STEM) classroom makes a compelling case for the role of the graphic novel in facilitating this emotionally bound, very personal, development. In this book, the educative value of the graphic novel is described in a thoughtful and reflective manner, drawing on pedagogical ideas of narrative, engagement, and communication. This book is one of a series promoting the use of graphic novels in the classroom. The authors’ enthusiasm for the graphic novel as valuable combination of fictional art form, and reliable reference material, is palpable.

The book is subdivided into broad specialisms, allowing the authors to tackle individual subject demand, and explore the value of graphic novels within each field. Separating chapters into Life Science, Earth Science, Physical Science, Technology, Engineering, and Mathematics has allowed the authors to acknowledge individual subject identity, while still engaging in pedagogical ideas that would apply across all teaching. This interweaving of specific guidance and broad reflection prevents the discussion from feeling ‘siloed’ and allows each section to inform the others, rather than presenting ideas within discreet disciplinary categories.

As a science educator myself, and a father who enjoys sharing graphic novels with my own children, this book feels particularly valuable to me both personally and professionally. The first chapter describes the ‘graphic novel’ as a medium and makes the case for why graphic novels are so valuable as a communicative tool. This introductory section articulates the balance a graphic novel strikes between the direct delivery of a story, and the space it provides for independent thought and imagination, with the authors exploring this to consider how this balance can be operationalised as a tool to facilitate learning. The authors suggest that graphic novels can be evaluated through the educational lens of guided inquiry (Minstrell and Kraus, 2005). This feels an appropriate approach, as it acknowledges the challenge that students and teachers face when attempting to build upon, and sometimes overcome, pre-conceptions and perceived experiences (page 29) in STEM subjects. As I explored the book further, I felt myself drawn to ideas of self-determination and intrinsic motivation (Ryan and Deci, 2020). As a learning tool, a graphic novel may allow a student to develop conceptual competency through imagery and well-constructed narrative, a sense of relatedness as ideas are interwoven across familiar experiences, and autonomy of learning as the ‘transition from one visual panel to the next’ (32) allows the reader some control over the way their developing understanding is integrated into their existing ideas. It is testimony to the skilful presentation of this book that it allows and encourages the reader to consider their own teaching practice, and educational ideas, as we read and engage in each proposition.

Chapters 2 to 6 explore the specific ways in which graphic novels could support STEM education in the classroom, with each of these sections providing individual subject reflections on how value could be added to the learning experience. The authors show a depth of understanding in relation to the specific challenges faced by teachers of STEM subjects, including a discussion of the commonly asked question ‘why do we need to learn this?!’ during a Physical Science lesson (48 and 49), or the challenge a student of life sciences can face when asked to switch between the micro and the macro world in their thinking (35). The recurring themes of how graphic novels can ‘explain’, ‘enhance’ and ‘excite’ are helpful in considering how each idea could be integrated into lesson planning and allows a teacher to recognise the potential positive impact of carefully introducing graphic novels into the classroom. In separating the book into chapters in this way, the authors appear to be acknowledging that a teachers’ subject identity is important, and that this identity impacts how we support children in embracing our subject and flourishing as learners. This speaks directly to those practitioners who truly love their subject and will also be beneficial for anyone who considers themselves as an ambassador for STEM.

The closing sections of this book focus on ‘unanswered questions’ (109). This section is indicative of the reflective and critically engaged approach the authors have taken throughout the book. There is appropriate complexity in their thinking, and a tone that suggests an understanding of the realities of a classroom that allows them to consider the strengths and limitations of the use of graphic novels in school. This final chapter acts as a valuable bridge between the academic exploration of ideas prior to this, and the implementation of these ideas in the classroom. Each suggestion for classroom practice (114) feels valuable and pragmatic, while maintaining a tone that acknowledges the intricacy of lesson planning, and the student-specific need a teacher must consider when preparing for each class. The reader is left feeling empowered and well-equipped to make their own decisions about what to take from the discussion and how to integrate this into their own practice.

Something of specific note throughout the book is that the authors have included reflections on how graphic novels can support the skills required to fully engage in a STEM subject. For example, the importance of negotiation (85), and decision-making (page 88) in engineering, or the concept of reasoning in physical science (page 46). The importance of this disciplinary development for a student feels like a much-needed focus in our current climate of education, with the perceived importance of summative exam attainment potentially detracting from our role in facilitating access to cultural and subject capital (Archer et al., 2015) for young people. In a similar vein, this new title unapologetically celebrates the art and creativity that naturally encompasses science, technology, engineering, and mathematics. The ‘art notes’ throughout the book expose as false the apparent dichotomy between art and STEM (106) and the authors encourage us, as teachers, to use graphic novels to show young people how these lines are blurred in an exciting and inspiring way.

In summary, this book presents ideas that move seamlessly from the complex and academic to the operational and pragmatic and in the process introduces a convincing case for the value of graphic novels in the teaching and learning of STEM. It offers more ways to provide students with tools to think as they develop an understanding of the things they feel and experience in school, and to enjoy this thinking. This feels very important indeed. The book would be a valuable read both for someone wanting to take their time to reflect on the complexity of science education, or for someone who might be teaching Biology to a class of 15-year-olds next week who needs the stimulus of new ideas. Notably, it is written in a way that respects that such an audience could very well be one and the same person.