Using Cartooning to Enhance Engagement in the Elementary Science Classroom
Robin McCartney and Pavel Samsonov
University of Louisiana at Lafayette
United States
rmc@louisiana.edu
psamsonov@louisiana.edu
Abstract. The content of science is abstract in nature and difficult for most students although science teaching is
becoming more integrated according to some researchers. The authors wanted to know if using the combination of
technology, cartooning, inquiry, hands-on activities and dialoging with animated characters would help increase student
engagement over the semester. Twenty-six pre-service teachers were given an assignment to create PowerPoint
presentations and present the lesson to their grade 1-5 science classroom student learners using the mentioned
technique. Three hundred and ninety student learners using this technique completed a survey. The results revealed
that 100% of the students enjoyed the lesson and were on-task with their lesson. The lower grade levels circled an icon
indicating that they understood the lesson and the older students wrote in comments as well. The researchers observed
most students were actively engaged at all levels.
Introduction
Present research has noticed a positive difference of on-task behavior with new technologies such
as Smart Boards in the classroom, hands-on learning techniques, inquiry and the use of visuals, mainly
cartooning (Peters & Stout, 2011). Supervising students at grade levels 1-5 in the science classroom has
given the researchers great insight into what attracts students to desire to be engaged in science. Student
learners love constructing hands-on projects where they can use all of their senses in order to learn.
Providing opportunities for students to succeed using these methods are necessary with diverse student
learners in today’s classrooms. Pre-service teachers were asked to construct and design cartoons that are
not only interactive with the audience but also have the characters dialoging and asking questions. Inquiry
stimulates excitement throughout the PowerPoint presentations. Twenty first century learners are all
already engaged in technology and have several options with equipment at their fingertips in order to get
creative and keep learners actively engaged. This is a great opportunity to use what works in the science
classroom. Connecting concepts to visuals triggers recall of content and fosters meaningful patterns of
learning with fewer misconceptions. Students are actively engaged when they are constructing exciting
projects that also help them retain information (McCartney & Figg, 2011). This article focuses on K-5
student learners constructing cartoons using science content combined with hands on techniques.
Scientific literacy
At this time in America there are more cultures than ever before. Many people do not speak
English and are referred to as English Language Learners (ELLs) in educational terms. Anytime a visual is
presented and associated with a concept it is considered to be highly effective as an instructional tool as
well as a retention tool (Wandersee & Trowbridge, 1998; Novak, 1984). Using a visual that is child
friendly associated with popular cartoon characters or music idols add interest to this novel instructional
method. Students are then attracted to what they seek out in their leisure time. Why shouldn’t learning
science and technology be as fun as watching their favorite cartoon programs?
With ELLs or other special need students as well as multiple intelligences, students benefit from
using multisensory approaches when learning content, especially when it is organized and sequenced into a
cartoon story combined with visuals and scientific language (Pray & Monhardt, 2009). It may still be
necessary to differentiate instruction by using collaborative techniques by having another student who is
proficient in English and understands word relationships in combination with graphics and stories (Figg,
McCartney, & Gonsoulin, 2010). The language of science is difficult and abstract and requires icons and
graphic organizers because the visuals speak volumes. There is such a vast amount of information that it is
complicated to digest by the brain. Too often students do not remember what they have learned. Many
student learners need to revisit content in a variety of methods involving different applications with the
same topic in order to transfer the knowledge outside the classroom. The language of science is difficult
and abstract even for students who have always spoken English.
When introducing vocabulary in a lesson in science the word should always be represented with
an action or a visual to scaffold learning to a higher level (McCartney & Samsonov, 2011). The
combination of breaking down a concept into its parts and relating a visual sequence of additional
information exposes learners to meaningful discovery. To seek meaning is innate and children are
naturally curious. The scientific process skills in combination with linking icons may increase
understanding in inquiring students because they are able to visualize relationships and produce concepts
that connect to the “big picture” of the content (Pike, 1994; Novak, 1984). What a great way to present
information to all students! Teachers are in the business of connecting prior knowledge to new information
in order to create conceptual change or learning (Fensham, Gunstone, & White, 1994).
Educators need to rethink their priorities and become technologically literate, “one could say that
it is the fundamental purpose to ensure that all students benefit from learning in ways that allow them to
participate fully in public, community, and economic life (Riesland, 1996, p.1).” Technology is changing
at such a rapid pace that society cannot keep up with all of the new techniques. Communication in and out
of the classroom is changing at an alarming rate. What is being stated as research now will be outdated
quickly by a discovery of a newer and more efficient method. The opportunities are endless with
hypermedia, story, design and construction of new ideas (New London Group, 1996).
Method
Twenty six students and 390 grade 1-5 students were supervised by the researchers of this article.
Evaluating students in action in the classroom is necessary for teachers at all levels to see if the methods
being implemented are working or not (Peters & Stout, 2011). There is so much information in the field of
science and so many technologies to use that it is difficult deciding which ones are the most effective. The
authors have triangulated observations and research reveals that using pictures with complex material aids
in engagement and may improve grades. The researchers wanted to see if the K-5 student learners enjoyed
the presentations; if the student learners were able to understand the content in the lessons taught by the
pre-service teachers; if student learners were able to participate and understand the hands-on applications
better with the presentations that were aligned to the content in the cartoons; and to see if the pre-service
teachers taught the lesson well using the 6E learning Model with the last “E” addressing E-learning
(Trowbridge & Bybee,1990). The model requires the learner to participate actively before any definitions
have been given. After exploring and experimenting with the materials the teacher explains the definitions
and how they connect to the explorations. The students then own the ideas because they have experienced
the activity and discussed the material cooperatively. There is increased interactive inquiry between teacher
and student and student to student (Science Daily, 2012).
The pre-service teachers connected their lesson plans to the presentations and when introducing
the information they used voice inflection and excitement that student learners can understand and then
respond with questions. The presentation itself had questions and dialoguing between characters. For
example one was on recycling and green thinking. These students used the characters from The Wizard of
Oz. Since the scarecrow had no brain he asked, “What is green?” Then the pre-service teacher has a chance
to ask the class before going to the next slide.
The children get involved with inquiry and have various answers. The pre-service teacher goes to
the next slide with the good witch of the east telling him that “green “means “being good for the
environment.”. The presentation is designed to be engaging. The students all responded to the questions
with various topics. They had a written component, an oral component and a technological component, a
self-assessment, a student evaluation and a reflection. They were also asked to construct a display so that
more visuals were represented with an abstract such as for a science fair project. They constructed
designed, visual higher order worksheets with comparisons and the scientific method as part of the display.
The students interacted with the display boards and inquiry was at its best.
Their oral presentations were evaluated by the researchers in the science classrooms in a nearby 15 school. They organized wonderful lesson plans for their entire grade on the cartoon project. The final
piece included a self-reflection. The student learners used the Student Evaluation sheet below.
Discussion
The students also used the Core Curriculum State Standards, which have been adopted by 40
states. Some examples of how these standards are used involve graphics which include the following
various grade levels: in Kindergarten, the student learners must use a combination of drawing, and writing
about a particular topic. They also must draw and write to narrate a single event sequentially. In grade 1,
students used illustrations in a story to describe its characters, setting, or events. In this grade level they
must also distinguish between information provided by pictures and information provided by the words in a
text. In grade 5, they have to be able to analyze how visual multimedia elements contribute to the meaning,
tone or beauty of a text or multimedia presentation. Using visuals is integrated throughout the curriculum
and used in a higher order fashion.
Many schools are adding the arts to the curriculum and constructing a PowerPoint presentation is
definitely an artistic process especially when asked to design content with cartooning. Putting the puzzle
together is not an easy process when one considers aesthetics, symmetry and balance of how the characters
interact and how the eye-brain system digests the information (Gregory, 1997). It is important that the
students consider not only the academic side of this study but also the artistic side. Many of the children
live in poverty conditions and are not exposed to the idea of beauty. Art helps most students with
appreciation of the world around them. When children care about how they look and how their world looks
their self-esteem is enhanced (Langer, 1997). A teacher can begin with simple pictures and then introduce
them to color and it would be effective to let them construct new ideas to add on their own. This is a great
opportunity to also add their own details to make the pictures relevant and then add words to describe how
the picture makes them feel (Bitz, 2004).
The results of this wonderful instructional technique using technology as the driver with
cartooning and PowerPoint presentations revealed that 100% of the children enjoyed the projects used in
this article. Ninety percent of the students indicated that they understood the content at each level. Ninetyfive percent of the student learners said they loved the way the science display boards portrayed the
abstract. The students indicated that they were all able to participate in the activities. One hundred percent
of these children reflected that they liked the pre-service teacher’s presentations. The inquiry used n these
lessons were filled with excitement and curiosity. In conclusion, cartooning is a wonderful method to use
to engage students at the elementary school grade levels 1-5.
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