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The Swedish gender-neutral pronoun (GNP) "hen" has been in popular use since its (re)introduction to the public in 2012. Earlier research, analysing newspapers, academic papers and blogs, shows two uses of "hen": when gender is unknown and when gender is irrelevant. However, there is a lack of studies of verbal, situated, uses of "hen". In this article, we analyse recordings of year-eight students using "hen" when discussing a "Nemi" comic. Drawing on discursive psychology, we explore how students negotiate the gender of two unknown characters, and co-construct "hen" as the proper pronoun use. Adding to previous research, the analysis shows how students make both gendering as well as not gendering into accountable, repairable actions, and how they verbally use "hen" as a norm-critical other-repair, specifically as an action promoting GNP use. Thus, this exploratory case study contributes knowledge on the situated use of "hen," something hitherto unexplored. These results are in turn important to research on gender-neutral pronouns, and our knowledge on their situated use, as well as norm-critical work in schools.

Fish bombing impacts the marine ecosystem and local communities adversely, but is still being practiced in Sabah, Malaysia. To encourage more sustainable fishing practices, a creative educational strategy using a comic book was developed and evaluated in a marine protected area in Sabah. Questionnaire surveys and focus group discussions with 120 schoolchildren revealed that the comic book facilitated the improvement and retention of knowledge over time, knowledge sharing with family members, and growing intention to communicate the downsides of fish bombing to their community. This demonstrates the capability of comic books to convey sensitive environmental messages to coastal communities.

The authors introduce the readers to a project that highlights digital heritage in early childhood. The highlighted teachers partnered with an anthropologically-trained archaeologist who utilizes advanced digital technologies to enhance public understanding of cultural heritage. This collaboration emphasized social studies and reinforced archaeology as the scientific study of prehistory and history through excavation and artifact analysis.

This study presents an analysis of all episodes of seasons 1 (N = 52) and 7 (N = 50) of Peppa Pig in relation to four features: quality of graphics, sound, and music; content; cultural elements; and dialogs. The objective is twofold: to corroborate whether the episodes are beneficial for early childhood education pupils in terms of EFL acquisition and there exist major differences between the episodes that may enhance or affect pupils' EFL development. Unlike previous studies, the novelty of this work lies in understanding Peppa Pig as a didactic tool for EFL teaching, following the evaluation by student teachers (N = 10) as part of their teaching training (University of Cádiz, 2021-22). This is a descriptive mixed-methods research, where each student teacher was assigned an episode for evaluation for 11 consecutive weeks. Additionally, they were asked about the benefits and the difficulties, and the application possibilities of each episode in early childhood education. The results reveal that the student teachers find Peppa Pig to be a useful teaching tool, where the evolution of its application possibilities stands out. This is perhaps due to the development of the student teachers' knowledge of early foreign language acquisition as a result of their university training.

In the context of the lockdown area of COVID-19, animated and gag cartoon-based intervention has a significant role in promoting students' learning performance at elementary levels. ICT-based intervention on students with ADHD mostly uses in UK, USA, Greece, Iran, and Poland. Still, recent researches are conducting in India,especially in the Northeastern region, to assess its effectiveness. Based on the literature and research questions,the current study aimed to evaluate the effect of animated and gag cartoon-based e-contents intervention on experimental groups' learning performance with those in the comparison group in Silchar town, Assam. 90 students with ADHD were assigned to experimental groups and a comparison group. The experimental group I (n=30, age ranged 10.5-11.5 SD= 11) was exposed to animated cartoon based e-contents instruction, and experimental group II (n=30, age ranged 10.5-11.5 SD= 11) was assigned to gag cartoon based e-contents in Environmental studies. Simultaneously, the traditional approach was used in the comparison group (n=30, age ranged 10.5-11.5 SD= 11). The quasi-experimental design was used to examine the effect of animated and gag cartoon-based e-contents intervention on experimental groups' learning performance with those in the comparison group. It resulted in animated cartoon-based e-contents and gag cartoon-based e-content intervention that significantly affected participants' performance over the comparison group.

Developing primary school students' interest in and getting them motivated to learn mathematics has been a perennial focus of educators. The use of comics for classroom instruction is an area gaining more attention from educators. In this paper, we review some existing education literature on the impact of comics on students' cognitive and affective learning needs. We also propose a TSCT (Theme, Storyline, Character, Text) framework for educators to design instructional material using comics for mathematics instruction in the primary mathematics classroom. With the TSCT framework, we demonstrate the design of one comics mathematics lesson on the topic of Fraction.

This paper investigates code-switching from Standard Arabic into English in six episodes of the TV cartoon series "Dora the Explorer." The significance of this study is that it will provide an in-depth understanding of the strategies and structures of code-switching used to address children in order to teach them English. The study addresses two research questions: 1) What are the patterns of code-switching found in the interaction of the cartoon characters in "Dora the Explorer?" 2) What is the function of code-switching in each pattern? Quantitative analysis was used to analyze the frequency of each pattern of code-switching, while qualitative analysis was used to determine the functions of code-switching. The results show several patterns of code-switching into English: code-switching from Arabic to English without translation; Arabic lexical items followed by an English translation; English lexical items followed by an Arabic translation; translation from Arabic into English in two turns; and metadiscursive code-switching. English lexical items are introduced through code-switching in each episode. English words without translation account for the highest percentage of code-switching. In the code-switching to English, some English units are permanent, while some are context units that depend on the episode topic: these include basic formulaic and non-formulaic expressions. Lexical items for greeting, appreciation, and evaluation are the most frequent pragmatic functions of code-switching. Further research is recommended on code-switching in other TV animated series in other languages to determine the patterns of code-switching and the part of speech that is the focus of switching.

The purpose of the study was to diagnose students' misconceptions of a number of basic astronomy concepts, namely, the Universe, the Sun, Comets and Constellations. The study was designed as a mixed method research and the sample was composed of a total of 110 seventh grade students. Data were collected through concept cartoons and interviews. In the concept cartoons prepared for each concept, there were four expressions, one of which is a scientific judgment, while the others were misconceptions. Students were asked to choose one of these expressions and explain why s/he thinks in that way. After the analysis of concept cartoons, semi-structured interviews were conducted with five of the students who were found to hold misconceptions. Findings of the study showed that students held several misconceptions on the concepts being studied. Students had misconceptions mostly about comets and they had limited understanding about constellations. Defining a comet as an image of a dying star falling from the sky was quite common among the students, and the number of students who defined constellations as a group of stars connected by lines among them was considerable. The findings of the study also showed that concept cartoons are functional tools for detecting misconceptions.

In this study, the aim is to examine the impact of Dialogic Teaching on students' academic success and anxiety regarding mathematics subjects of limit and continuity, which are in the scope of 12th grade mathematics curriculum, within the sub learning domain of continuity. During the research, both qualitative and quantitative methods were employed. The sample comprises of 56 students, 27 of which were the experimental group and the other 29 were the control group. Data sources consist of a continuity sub-learning domain success scale, which was developed by the researchers; a mathematical anxiety evaluation scale, which was revised with concept cartoons; and video recording of the lectures. During the study, Dialogic Teaching was used in the experimental group, while curriculum was taught in the control group. The results of the study indicate that Dialogic Teaching was not only effective in increasing students' success in the sub learning domain of continuity, but also helpful in reducing mathematical anxiety among students. The drawn conclusion was that Dialogic teaching has improved students' ability to generate alternative solutions to a problem, form and justify theses, make evidence-based judgments. Also it was effective in enabling students to comprehend concepts more profoundly by making scientific decisions.

The aim of this study is to determine the effect of ECRIF taxonomy in foreign language teaching on academic achievement. For this purpose, this study has been carried out with 56 students at 4th grade of primary education in 2018-2019 academic years. In the research, pretest posttest control group design of experiment method has been used. This study covered a period of 5 weeks and the unit of "Cartoon Characters" in English lesson. As data collection tool, achievement test for listening and speaking which was developed by the researcher was used. In the analysis of data, pretest and posttest scores were compared by using t-test for dependent groups. In addition, to explain power of relation, effect size (Cohens' d) values were calculated. As a result of study, it was stated that ECRIF taxonomy provided significant differences in students' academic success in favour of the experimental group.

It would not be presumptuous to say that the younger generation is not reading at a sustained level. Many people view sustained reading as overly time-consuming and unable to meet the instant gratification that social media so readily provides. Educators are embracing the reality that, as a consequence, students' learning styles have also changed. The present study investigates the effects of the Scaffolded Reading Experience (SRE) using a graphic novel on English reading comprehension and reading motivation of Thai EFL students. This study employed the one-group, pre-test post-test design to collect quantitative data from an English reading comprehension test and reading motivation questionnaires, supplemented with qualitative data from student journals. The sample consisted of twenty grade 10 Thai EFL students enrolled in an Intensive English course. The research instruments included English reading comprehension pre/post-test, reading motivation questionnaires and students journals. It is found that the SRE using graphic novels improves students' reading comprehension and reading motivation at a statistically significant level. Evident also from the students' journals was that students who improved significantly in reading comprehension scores seemed to develop intrinsic motivation towards reading.

The impetus behind the design of this current research is to check the influence of cartoons on vocabulary learning strategies of students who have been exposed to three classics from English literature, "Treasure Island" by Robert Louis Stevenson, "Great Expectations" by Charles Dickens, and "Romeo & Juliet" by William Shakespeare. To that end, a vocabulary learning strategy test has been adopted in this quasi-experimental research which completely covers similar word units as in cartoons and hence aims to reveal favoured strategies of students besides clarifying the differences between the male and the female as well as three age groups, 10-19, 20-29 or 30 and elder. 20 randomly assigned participants working on extracts in plain texts without any comic strips were in control group, whereas 47 Turkish EFL students were in the experiment group reading cartoons in colour or black and white format. It was found out that the common vocabulary learning strategies that were used by the experimental group were determination and metacognitive strategies, whereas control group mainly adopted memory, social and metacognitive strategies. In terms of gender, the females practised determination and memory strategies, while the male students opted for social, metacognitive and cognitive strategies. Finally, 10-19 and 30 or elder subjects mostly utilized metacognitive and social strategies; however, the success of 20-29 year-old students centred around determination and memory strategies.

In this study, the impact of concept cartoons on students' academic achievement in science lessons was investigated. The research was carried out in 2018-2019 spring term. The study group consisted of 49 4th grade students in Zonguldak Devrek Çaydegirmeni TOKI Primary School. 23 of the students were in the experimental group, and 26 of them were in the control group. Quasi-experimental design with pretest and posttest control group was employed in the study. The unit "The Earth Crust and Movements of The Earth" was taught with concept cartoons to the experimental group students, and with conventional method (current instructional program) to the control group students. The research lasted for 4 weeks. The students in the experimental and control groups received 12 h of education (3 h per week). Achievement test and concept cartoons were used as data collection tools. Arithmetic mean, standard deviation, normality test, KMO test and independent groups t-test were used for data analysis. A statistically significant difference was found between academic achievements of experimental group students on whom instruction was made with concept cartoons and of control group students on whom instruction was carried out with conventional method. The difference was in favor of the experimental group students.

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students' English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students' written response to an open ended question as to their comparative experience of learning lessons with and without multimedia facilities; and secondly, through observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students' skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

The purpose of this study is to describe a longitudinal case study of pronunciation acquisition for an Arabic child who watched English TV cartoons in an English as a foreign language (EFL) setting, basically in Buraidah, Saudi Arabia. The child, whose name is Anmar, was raised in a typical Arabic environment where Arabic was the only means of communication he experienced. He watched selected English TV cartoons since he was three years old and until he was ten years old. This research study focused on Anamr's acquisition of pronunciation, although the chances to use the language were very limited due to his EFL environment. Additionally, the study aims at comparing Anmar's pronunciation of problematic sounds to Arab learners of English, as stated in previous studies. The research adopted a longitudinal research methodology aiming to find if watching English TV cartoons without even minimum use of language could impact the child's pronunciation compared to his counterparts of Arab learners of English. Therefore, this research utilized some methods, including rating some audio and video recordings of conversations with his father and storytelling. Two native speakers of English rated his performance. A mispronunciation recognition test was carried out to evaluate Anmar's recognition of mispronunciation. The study found out that Anmar's pronunciation was native-like. He far outperformed the Arab learners of English concerning the problematic sounds to Arab learners. He easily differentiates between, for instance, minimal pairs, diphthongs, consonant clusters, vowels, and intonation. The study concluded that children might acquire English pronunciation by watching TV cartoons to be able to overcome the pronunciation problems that many Arab speakers experience. Additionally, English learners in elementary schools may watch such programs to train them to listen to authentic language in media.

Coming of age themes are common in young adult novels, and graphic novels in particular often address these issues as illustrated memoirs. This article explores engaging and interesting graphic novels about growing up, useful resources for school librarians and other educators using this format, and the value of using graphic novels to support young adults.

This study aimed to explore if there are any differences in word problem solving skills of fourth grade students using animated-cartoon story vs. text-only story vs. non-story. For this purpose, word problems-embedded animated cartoon stories were created on computers and the same stories were written in text format on paper. The word problems used in these stories were presented without stories. In an experimental design, a total of 76 fourth graders (38 girls, 38 boys) solved mathematics word problems in a pretest and then in one of three conditions: Animated-cartoon story (n =24), text-only story (n =26), and non-story (n =26). Upon completion of the experiment, students solved mathematics word problems in a posttest. A one-way ANOVA was conducted to reveal the differences between groups' gain scores from pretest to posttest. Results showed a significant improvement and difference for animated-cartoon story group only. This study implies that animated cartoons, when designed as mathematical stories based on anchored instruction framework can support and upgrade students' mathematics problem-solving performances.

Children have very sensitive minds that are shaped mostly by the environment where they grow up. These include their day by day experiences of which their parents play a significant role. It has been found globally that cartoons affect children's behavior. However, in Nigerian context, the nature of cartoon influence on children is not known, and also it has not been determined if parents are aware of this influence. This study examined the influence of cartoons on Nigerian children's social behavior from the perspective of parents. A survey research design was adopted for the study and data were collected from 100 parents through questionnaire. Frequency counts and percentages were used for data analysis. The findings showed that most children watched cartoons on daily and weekly basis; most of the children watched violent cartoons where there were lots of fights, hero was violent, characters shouted and abused one another. Parents perceptions on influence of violent cartoon on children behavior was found to be neutral. It is recommended that training programs should be organized for parents and guardians by the government and organizations on the influence of media on children social behavior and development. Parents should examine the contents of cartoons they provide for their children to ensure that they do not have elements of violence that can affect the children negatively. Parents should intentionally censor the cartoons that their children are exposed to, in terms of age appropriateness and portrayal of violent behavior to be able to prevent the negative influences such cartoons might have on children. Parents and guardians should educate their children on acceptable family and societal values. Entertainment industries should provide policies that will educate parents on what to look out for in violent cartoons.

The impetus behind the development of this research is to study the potential influence(s) of cartoons (caricatures) on L2 learners in terms of gaining cultural awareness and enhancing their motivation levels. To that end, three English classics in the form of cartoons, Great Expectations by Charles Dickens, Romeo & Juliet by William Shakespeare, and Treasure Island by Robert Louis Stevenson have been determined for the experiment. In this quasi-experimental research design, 47 learners of English were asked to read these cartoons illustrated either with colourful or colourless pictures, whereas randomly selected 20 people in the population were only exposed to plain texts. An assessment form, statistically found valid and reliable, developed by the researchers after a comprehensive literature review and getting approvals of two professors in the field in content validity has been utilized in the study. Accordingly, the findings point out the fact that the first group who has aimed at learning the target language through cartoons has adopted more positive attitude towards the language and its culture. Briefly, the current research emphasizes the importance of cartoons in increasing learners' cultural awareness, motivation and educational accomplishments in the end.

This study aimed to develop "Caricature Creation Rubric" which can be used to evaluate the products produced by 6th grade students at the end of their caricature creation process and to make its validity and reliability studies. The criteria in the graded key were determined by using the "Caricature Literacy Module" prepared by the researcher. Following the performance definitions, a pilot application was conducted to another group apart from the study group in order to increase the validity of the graded scoring key. The pilot study was carried out with six girls and one boy, who were capable of creating caricatures and were in the same class level as the study group. The necessary corrections were made in line with the feedback received from the pilot application and the validity and reliability studies of the graded scoring key were started. The data obtained for the reliability of the rubric which was specially developed by the researcher was used to evaluate the skill of creating caricatures. For the reliability the consistency between the scores given by two different evaluators was examined. For this purpose, the Pearson Momentum Multiplication Correlation Coefficient formula was used for the consistency between the total scores obtained from the graded scoring key according to different evaluators and the consistency between the scores for each sub-group. As a result, it was seen that the rubric which was developed to evaluate caricature creation skills can be used to measure and evaluate the caricature creation works of 6th grade students.

Transmedia design, which involves extending a narrative from one medium to another, offers a context for potentially rich, interdisciplinary learning. We explored these opportunities by creating a week-long workshop to guide 7th-grade student teams in designing games based on comic books about viruses. This design case describes the framework and rationale behind our design choices. It illustrates our experiences by drawing on field note observations and audio recordings, student-generated design artifacts, student and facilitator interviews, and planning documentation from across two iterations of the workshop. We reflect on our experiences in attempting to balance (1) the dual focus of the workshop on science learning and game design through our choices of comic and game genres; and (2) the ability for students to be both autonomous and to receive necessary guidance through our enforcement of design constraints and interdependent team roles. We also reflect on the contextual factors that mediated our work, including students' existing interests and peer relations, their teachers' involvement, and our own team's shifting expertise as membership changed from one iteration to the next. Among other things, our experiences highlight the importance of designing to allow for change, particularly as learning through collaborative transmedia game design can occur in unanticipated ways. Finally, we reflect on plans for future iterations of this workshop.

Knowledge is an essential part of the continuity of humanity. Access to science is through knowledge and vice versa. Children are mostly preoccupied with television, mainly with children's programs on television channels especially cartoons. Cartoons are produced in order to entertain children and to contribute to their development and maturation. Since access to knowledge is through science, it is important that cartoons contain scientific images. Through the presentation and interaction with science images, cartoons arouse children's interest in science and contribute to their devotion to science. The aim of the present study is to determine if science images are included in cartoons and to what extent. The research is conducted in line with qualitative research method according to the case model. Whereas the population of the study is the cartoons broadcasted in the Turkish mass media, while determining the sampling method, purposive sampling has been preferred and thus currently broadcasted cartoons at TRT Cocuk (Turkish Radio and Television Children) channel, providing access to various cartoons from the same source, selected. Relevant data has been collected using " Form for Analyzing Scientific Image Presence in Cartoons" developed and applied by the researcher. The study has determined that the cartoons broadcasted include science images according to their thematic features.

The curriculum of an elementary school of Indonesian education currently emphasizes the affective aspects as a result of student learning for the sustainability of national development. This fact encourages teachers the responsibility to create and develop effective learning tools to foster tolerance, nationalism, be communicative and friendly, love peace, and social care. The objective of the study is to analyze the needs of students in elementary schools towards the development of educational comics to foster character development. This study uses qualitative approach. Participants were 120 fifth grade students. A questionnaire was used to collect the data of the study. The data were analyzed using an interactive model. The results of the study revealed that there was an interest of students in comic media as a teaching aid containing local wisdom values for character education. In the aspect of construction, comics are needed that are related to the ideal scope and size of the comics. In the aspect of content required comic material set in a national culture containing local wisdom, presentation of the story with the contents of an illustration of nationalism and social awareness. As for the design aspect and appearance, characterizations of cartoons are needed, involving a variety of colors, fonts of proportional size. The conclusion of this research is the development of educational comics media with local wisdom is needed to fulfill the needs of elementary school students as an effort to foster character.

Epistemological beliefs, including the source of knowledge, the certainty of knowledge, the organization of knowledge, the control of learning, and the speed of learning, are important to identify since these beliefs impact students' learning processes and how they attribute meaning to life. Concept cartoons, that students find genuine and credible, are found to be effective assessment tools in revealing these beliefs. The present study aims to identify and compare 5th and 8th grade middle school students' epistemological beliefs utilizing concept cartoons. The study participants were 5th (N=38) and 8th grade (N=47) students enrolled in three different middle schools in the Çamlihemsin district of Rize. In order to reveal the students' opinions, one concept cartoon for each dimension of epistemological belief was utilized. A scoring rubric was employed to analyze the student responses to the concept cartoons. According to the results of the t-tests on students' scores, the 5th and 8th grade students' epistemological beliefs in the dimensions of organization of knowledge, source of knowledge, and certainty of knowledge are similar. In contrast, 8th grade students' epistemological beliefs related to the speed of learning and the control of learning were found to be significantly higher than those of 5th-grade students. Among the mean values of the students' epistemological beliefs, source of knowledge beliefs were found to be the lowest.

COVID-19 pandemic is a disaster and prolonged crisis that has disrupted the education of millions of students with the closure of schools and universities in world-wide. This hard situation rises the necessity to develop a new teaching method to solve the problem of the massive disruption specially to practice work access. The goal of this paper is to set-up an innovative teaching approach for practical work. The comic as a new self-paced e-learning product to teach bench-top practice: the "CoViBE'' which means Comic Virtual Bench-top Elearning. For using comics to transform practical work sessions by distance you should at first list all the steps that you need to perform your experiment. Then, you choose the actors and material images. For the third step, you have to decide how many frames you need to your comic trip to develop the following instructions: How to do, What to do, What not to do and What to ask. Moreover, you need to provide flashbacks to remind students what kind of knowledges they need to carry on their experiment; the final step is to include humor. Using online survey, positive feedbacks of 179 students on the CoViBE impact about their learning of practical work allowed us to determine around 80% of satisfaction. Finally, during any other situations for the training period, the CoViBE concept could be used in the future to complete practical work session for revisions, for the internationalization of this education system through distance work and for a hybrid education system.

The present study aimed to determine the viewpoints of student teachers at a state university in Turkey about the most important social, environmental, and global problems. For this purpose, one of the qualitative research methods, the art-based research method was adopted. The participants' cartoon drawings were utilized as the data collecting tools along with face to face interviews on describing their cartoons verbally. In the study, participant students were invited to draw cartoons about the social, environmental and global issues that they were concerned about most in November 2019, during the fall semester of 2019-2020 academic year. Findings of the research illustrated that the student teachers were affected by the current events and media reports about the social, environmental and global issues. In addition, the cartoon drawings of the participant students helped them reveal their creative and critical thinking skills, decision making ability, perception and evaluation power, environmental literacy, empathy, observation and visual literacy skills. Moreover, the present study demonstrated that when the student teachers were encouraged and were provided with sufficient freedom, they could reflect their creative and critical thinking skills via drawing thematic cartoons.

Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers' initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers' initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally referred to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that preservice teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult.

Comics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concretizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researchers who might scrutinize the influence of comics in teaching science at different levels.

While most studies that explored children's incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop's Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children's literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.

Many studies report that comics are useful as learning material. However, there is little known about how learning with comics works. Based on previously established theories about multimedia learning, we conducted an eye-tracking experiment to examine learning about geography with a specially designed combination of comic and map which we call geo-comic. In our experiment, we show that our geo-comic fulfills many prerequisites for promoting deep learning. Thus, we establish guidelines for an effective design of geo-comics and recommend deploying comics in combination with maps in geography classes.

With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor's socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer's language repertoire?; and (2) How does the multilingual graduate instructor's multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.

Critical race media literacy refers to the ability to (a) recognize negative stereotypical portrayals of historically oppressed groups in media, (b) question media producers' intentions, and (c) produce media content that does not perpetuate stereotypes. Critical race media literacy can be taught in many college classes, but an undergraduate education course that utilizes a multimodal approach to teach students about the various ways learning occurs in the digital age is an excellent opportunity to develop this skill in undergraduates. This article provides specific examples of teaching techniques used in an undergraduate course about technological media and arts-based inquiry.

Despite ongoing and prolific critical scholarship arguing for the widening of the secondary language arts curriculum, many practicing teachers are required or encouraged to teach a curriculum dominated by canonical texts. This is often the case at schools with highly diverse students whose varied cultural and linguistic backgrounds have historically been silenced by traditional forms of language arts instruction. In this article, the authors critically reflect on their collaborative attempts across multiple years to decenter and destabilize a required 10th grade unit on a Shakespearean play. They describe a shift in focus from a unit originally centered on traditional literary analysis of "Hamlet" to a unit rooted in discussions of how power and privilege operate across varied texts. Describing their use of the graphic novel "Yummy" to complicate understandings of "Hamlet," the authors discuss how an emphasis on critical reading and critical multimodal composing across both texts allowed them to reflect on and challenge their own teaching practices. The authors then conclude with an acknowledgment of the risk, flexibility, and reflection needed to do this kind of critical work in canonically-centered classrooms.

This study aimed to present a module related to the use of concept cartoons integrated into problem-based learning (PBL) method in science lessons. As part of the study, concept cartoons were developed based on scenarios dealing with daily life situations. A module was designed using these concept cartoons. The module focused on the topic "heat insulation" under the unit "matter and heat" in the 6th grade science curriculum and was implemented in 9 different classrooms at 9 different schools. Semi-structured interview technique was used to learn the students' (n=27) views about the module. The students explained that they learned the subject of heat insulation in a meaningful way, remembered their previous knowledge through the activities, could associate the science topics with daily life more easily, and that their interest in the lesson increased.

The present study evaluated children's prosocial behavior (M = 7.39, SD = 0.93) (i.e., specific altruism) under the influence of three types of cartoons (neutral, prosocial, or antisocial). Subjects (N = 140) were randomized and exposed to treatment with pre- and post-intervention measurements. The results didn't confirm the hypothesis that children who will watch prosocial cartoons will have increased altruism proving a higher volume of donations. The second hypothesis regarding the inhibitory effect of antisocial cartoons on altruism by decreasing the volume of donations was not confirmed either. No significant gender effects were recorded. No significant general age effect was found either, however, we found that donations tend to increase with age, a statistically significant effect being recorded for children age 8 years old compared to those of 6 years old. The implications of the statistical data are discussed together with the possibility of registering a "moral licensing" effect.

This research was conducted to examine the thoughts of the fathers of 60-72 month-old children about the concept of the value and the processes of having values acquired to their children. The research was carried out by adopting the phenomenological method, which is one of the qualitative research methods. In the study, the data were collected through a semi-structured interview form. The study group of the study consisted of 14 fathers whose children were educated in kindergarten in the 2019-2020 academic year. Content analysis was applied to analyse the data. As a result of the research, it was concluded that fathers define the value as the principles which can guide life and see the purpose of values education as continuing culture and ensure social reconciliation. It was concluded that fathers attach importance to the concept of the value and that they attach more importance to moral, national cultural and religious values within values. The fathers stated that they tried to convey the values as role models and with plain expression. In the process of having values acquired to their children, they stated that they mostly used books, games and cartoons. They stated that the problems they experienced in values education arose from the fact that they could not allocate enough time for their children and lack of knowledge, and negative examples and mass media in the society negatively affected the value education process. It was concluded that fathers considered the school and teacher as important in the education of values and that they cared to cooperate with their spouses. In line with the results of the research, in order for fathers to realize their role and responsibilities in bringing value to their children and to have the knowledge, it was suggested that studies should be conducted and seminars should be given by the field experts and social environments where fathers can share their values with their children should be supported.

Children spend an important part of their time watching animated films on different platforms (cinema, television, internet). Box office figures indicate that this is true at the global level. However, it is not known how children react momentarily to the animated films they watch, and how these reactions fit the content of the film viewed. The purpose of this study is to determine the accuracy level of children' responses to the content of the animated films that they view based on age, gender and different variables. The research was carried out with a mixed-method using both qualitative and quantitative methods. The study group consisted of 210 children between the ages of 3-9. An average of 30 children was included in each age group. In this way, it was aimed to examine the behaviour of the children in each age group while watching animated films, the way the content of the scenes affects the children during viewing, and the change that children undergo as age progresses. First, a film suitable for the research was selected and the film content was analysed on a scene and minute basis. The standard emotions to be given at every minute and scene were determined. Then "Toy Story 3" film was shown to the children in the research group. During the viewing session, each child was recorded with a camera and the camera footage and film minutes were matched then. The children's reactions observed on the camera footage caught while they are watching the film were compared to the content of the animated film. In the meantime, the parents of the children in the research group were given a demographic evaluation form developed by the researcher. As a result of the research, age was found to be a determining factor in the accuracy of children's responses during movie viewing sessions. On the other hand, no significant difference was found between the groups based on gender. Other results are also included in the study.

This article details the joint collaboration of a large-scale program that brings multiple middle schools and the local high school together for a mini-comic book convention. Collaboration with other librarians, administrators, and community members are highlighted.

When it comes to teaching vocabulary in foreign language classes words are often taught in isolation, without regard to the context in which they appear. The paper draws attention to the importance of teaching words in context so that the meaning of a word often results from the meaning of a larger construction it is part of. After presenting the morpho-syntactic and semantic characteristics of collocations, and the difficulties language learners face in acquiring them, the paper presents a few ideas on how to teach collocations, giving examples of activities and exercises that can facilitate the learning process. The focus has been laid on activities that can complement the lessons in class, can be applicable at different levels and also require relatively little preparation from the part of the teacher. In addition, an important aspect has been to choose activities that language learning have fun doing (that include creativity, problem solving, humor, real life examples, own experiences, etc.) and that integrate the necessary language learning skills (speaking, listening, reading, and writing). Without the intention of being exhaustive, the paper concentrates on those activities and tasks that present collocations in their entirety, as constructions, assuming that these are the most useful for students. While the ideas presented are generally applicable in foreign language classes, the present paper has been written with native Hungarian speakers in mind.

Although scholars have explored the meaning-making affordances of peritextual features such as dust jackets, case covers, beginning and final endpapers, frontispieces, title pages and imprint pages in picturebooks, limited research has focused on the peritextual elements of graphic novels. Purposive sampling was used to select a data set of 30 graphic novels, and the functions and examples of the Peritextual Literacy Framework (PLF) were used as a structure to analyze the books. As the content analysis proceeded, revisions were made to the original PLF due to the nature of the peritexual elements featured in the graphic novels. Analysis of the data set revealed the following: although all six functions of the PLF were realized in the graphic novels, the production and promotional functions were the most predominant functions of the peritetxual elements; substantial variation was evident with respect to the presence of peritextual elements associated with each function; and the types of peritextual elements in the graphic novels required the addition of multiple features, especially to the production and promotion functions. Overall, the findings showed how the publishers and creators of the graphic novels included diverse peritextual elements in various locations in the books and that these features fulfilled multiple functions, at times simultaneously. The complex and rich nature of the peritextual elements featured in graphic novels requires readers to engage in careful looking and deep thinking in order to understand, appreciate and critically consider the functions, and information and aesthetic value of peritextual elements.

This research is motivated by the lack of teachers' ability to use media related to the students environment as teaching materials to develop primary school students' critical thinking ability. The research aims at developing problem-based learning media (PBL) using comic book in order to improve students' critical thinking ability. The research employed a research and development design using the experimental research design with a one-group pretest-posttest design. The subjects of the research were 28 fourth-grade students in one of primary schools in Indramayu Regency. The research produced a product in the form of problem-based comic media developed based on the needs of teachers and students. The subject material in the comic book contained problems that occurred in the real environment within the students. Based on the validation tests carried out by material experts, media experts and practitioners, the results revealed that the product was included in the "Very Valid" category. While, the practicality test results revealed that the product was included in the "Very Practical".

This paper explores how English teachers are currently using comics in their classrooms, and how they describe the problems and benefits of working with this curious textual form. As an educational researcher, I am interested in how the experimental ethos of comics can influence classroom practice in a similarly experimental fashion, and it was with this open question that I decided to ask fifteen high school English teachers how they teach with comics, and whether and how they feel their teaching practice and classroom environment has been affected and enlivened by the inclusion of these texts. In organizing this paper, I proceed as follows: I describe my own preoccupations; I provide a short description of the technical elements of comics reading; I describe how teachers open their studies, and consider the teaching strategies that they employ; and lastly, I discuss their rationales for using this particular art form.

This research of development aims to produce eligible media and test the effectiveness of multicultural strip comic to improve the caring character of primary school students. It referred to the 10 steps of Borg and Gall. This research was held on fourth-grade students at five primary schools in Gondokusuman District, Yogyakarta. It consisted of 9 students at the preliminary field testing, 36 students at the main field testing and 62 students at the operational field testing which were divided into two groups, namely experiment class and control class. The technique of data collection involved interviews, observation, scales, and questionnaires. The expert rating scale and the response questionnaire were used to determine the feasibility of the media. The effectiveness of the media was analyzed by the N-Gain score and t-test with a significance level of 0.05. The result showed that multicultural strip comic media is feasible and effective to improve caring character. This is seen from the N-Gain score and the result of the t-test which obtained a significance value of 0.000 (p [less than or equal to] 0.05) which means it can improve the caring character of primary school students.