Teaching feelings comic

A theoretical background for a Polish comic book “Bibliostory—educational comic stories” is presented and the possibilities of application of these concepts in the educational comic books are presented. Our paper presents a theoretical background for a Polish comic book “Bibliostory—educational comic stories” (Pl. Bibliostory—edukacyjne historie komiksowe). The comic targets children between 9 and 12 years of age and youths from 13 to 16 years of age. Each story illustrates one issue, such as information searching, organization of information, plagiarism, and information problem solving strategy. Bibliostory is based on two constructivist pedagogical concepts: the zone of proximal development (ZPD) and case-based learning/teaching. These concepts, on application level, are first of all associated with designing educational situations and relationships between teachers and students (educators and learners). The aim of our paper is to present the possibilities of application of these concepts in the educational comic books. We describe the general assumptions of two concepts, then we focus on elements applied in Bibliostory project. We also provide a review of literature on the educational potential of comic books.

Jeremiah, Jasherah, and Paula began to redirect their anxieties and fears into vibrant comic strips. Created by the best-selling children’s author Bill Zimmerman, Make Beliefs Comix — with its comic-strip-making section complemented by the site’s printables and hundreds of writing prompts — helped Fardig-Diop inspire her students to tell their own stories, identify and recognize their pent-up feelings, and empathize with others in highly social, reactive situations.

Pairing comics with more traditional selections can deepen comprehension and understanding. This process, much like using a poem to enhance a concept found within a traditional prose text, allows for learning to be transferred. When selecting a comic or graphic novel, consider the purpose of teaching the traditional text. Search for common themes across a variety of media.

Pairing “Harrison Bergeron” and “The Gigantic Beard That Was Evil” provided a variety of literary techniques for my students to examine and synthesize within a conceptual framework. Simply using one text, one style, or one medium is akin to proverbially teaching with one hand tied behind our back. Finding comics or graphic novels that highlight the same themes and concepts as traditional texts can open doors to conversations about topics that span disciplines such as self-awareness and empathy.

This article aims to evaluate the use of comics as an active teaching strategy in learning of students in a management undergraduate program.

The proposal presented in this article brings a theoretical-practical contribution to education in management, since it describes the steps for the use of a strategy involving use of comics as a teaching tool by the professor in the classroom, and also promotes the researcher’s reflections on innovative teaching strategies for education in management in Brazil.

The results obtained indicate that using presentation of comics as a teaching strategy can enhance competence development, assist in the development of innovation and flexibility, and also contribute to reducing the gap between theory and practice. In addition, it can help students develop a critical sense, help to establish relationships between events and managerial situations, and encourage the exchange of experiences, assisting in decision-making and allowing students to represent a professional situation based on theoretical precepts. Finally, it contributes to the development of reflective practice in the learning environment and, in particular, promotes the development of creativity, something that was observed throughout the implementation of the strategy.

The dissemination of teaching strategies oriented toward action learning can enhance the process of business administration training through a greater articulation between theory and practice, reflection and action. One action learning strategy that is student-centered and can enhance creativity and innovation in teaching, a quality that is uncommon in the teaching of undergraduate management courses in Brazil, involves the use of comics.

There are several purposes of using comics in education. They have been used as a tool in the teaching of sociology of sports in a study by

In 2009, high school physics teachers introduced the ideas of Einstein in the classroom through the development of comics made by students. The teachers understood that this teaching strategy is one source of motivation for presenting words and images in a “perfect interaction” (

In this study, comics were used as a way of representing the knowledge acquired by students from theoretical reflections with a context of professional action. So, as a strategy for teaching, comics can help students to express and represent a professional situation which features the application of theoretical knowledge in the context of managerial practice.

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