This article describes the use of a comic book to anchor a cryptology and cybersecurity curriculum for upper elementary students. Perceptions about the comic book from 138 students across 11 afterschool programs were examined using survey, classroom observation, and interviews. Data analysis revealed that the comic book created a “macrocontext” to situate learners in an exciting adventure about cryptology and cybersecurity. Students found the characters relatable, and their perceptions were tightly tied to other components of the curriculum. Reading the word bubbles was chal- lenging at first, but got easier over time. This study illustrates how comic books can anchor unfamiliar STeM content for younger learners.
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Epistasis Storyboarded
Through the artistic planning tool known to comic book artists and animators as storyboarding, students will embark on comic book–style adventures to plan, describe, and visualize the complex life of genes through the non-Mendelian concept of epistasis. Using storyboard templates, conceptual layouts, sketch booking, and cut-out genetic elements, students will construct their interpretation of the gene-gene interactions of epistasis. The incomplete story of the epistasis of human eye color will serve as the theme for this storyboard, which will also become its own assessment tool, inviting educators into a realm of a true STEAM experience.
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- Award ID(s):
- 1934848
- NSF-PAR ID:
- 10429762
- Date Published:
- Journal Name:
- The American Biology Teacher
- Volume:
- 84
- Issue:
- 9
- ISSN:
- 0002-7685
- Page Range / eLocation ID:
- 562 to 569
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1525/abt.2022.84.9.562
