Socioscientific comics: introducing students to societal issues using stories

Abstract

This paper explores the use of comics as an integrated tool for introducing socioscientific issues (SSI) in elementary school classrooms. To illustrate this, we provide implementation examples from two teachers who facilitated introducing SSI to students using comics. These case studies depict how teachers integrated comics into their classroom settings and combined them with various teaching activities. In this paper, we also emphasize the format of the comics we designed, which starts with an introduction to everyday stories and scientific concepts before delving into SSI scenarios within the comics. Additionally, we have incorporated a conclusion part in the comics to serve as a closing segment. Furthermore, we emphasize the role of SSI scenarios within the comics in establishing meaningful connections between students’ personal experiences and real-life SSI scenarios. The discussions predominantly involve private discourse, enabling students to construct their reasoning and perspectives. This approach promotes the development of critical thinking and problem-solving skills, aligning with the ultimate objective of linking the science classroom with societal issues.

Keywords:

• Socioscientific issues
• elementary school
• comics
• scenario

Acknowledgment

We acknowledge the use of Chat GPT 3.5 for final-stage editing of our writing, employing prompts such as “Please check the grammar of my writing” and “Paraphrase my writing into scientific paragraph”. Additionally,we used Grammarly to verify and ensure the accuracy of grammar corrections.

Disclosure statement

No potential conflict of interest was reported by the author(s).