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Engaging Teenagers with Science Through Comics

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Fig 1
Fig 2

Notes

  1. Cohen’s d is estimated in these analyses by Hedges’ g.

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Acknowledgments

The Bureau of Sociological Research (BOSR) staff at the University of Nebraska conducted the data collection. The authors thank Amanda Richardson, Nicole Bryner, Michelle Howell Smith, Richard Hull, Kristin Childers, Lindsey Witt, Deb Predmore, Matthew Colling, Deborah McPherson, Michael Walker, Leanna Cayler, Jared Forst, Eric Lim, Shane Lowe, Kim Meiergerd, Sheereen Othman, and Shasta Inman for assistance with data collection, coding, and analysis.

Funding

This research was supported by the World of Viruses project funded by the National Institutes of Health through the Science Education Partnership Award (SEPA) [grant number R25RR024267 (2007–2012)]. Its content is solely the responsibility of the authors and does not necessarily represent the official views of NIH.

Author information

Authors and Affiliations

  1. Center for Instructional Innovation, 215 Teachers College Hall, University of Nebraska–Lincoln, Lincoln, NE, 68588-0384, USA

    Amy N. Spiegel

  2. Department of Sociology, University of Nebraska–Lincoln, Lincoln, NE, 68588-0324, USA

    Julia McQuillan

  3. Steinhardt School of Culture, Education and Human Development, New York University, New York, NY, 10003, USA

    Peter Halpin

  4. Graduate School of Education, University of California–Berkeley, Berkeley, CA, 94720-1670, USA

    Camillia Matuk

  5. University of Nebraska State Museum, University of Nebraska–Lincoln, Lincoln, NE, 68588-0338, USA

    Judy Diamond

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Appendix

Appendix

Items Used in Subscales

  1. 1.

    Importance of viruses and studying viruses

    1. a.

      The world is better because people study viruses.

    2. b.

      Knowing about viruses helps prevent disease.

    3. c.

      People should understand viruses because it helps their lives.

    4. d.

      It is important that people study viruses.

    5. e.

      People who study viruses can improve the world.

    6. f.

      People are healthier because of science.

  2. 2.

    Interest in viruses and studying viruses.

    1. a.

      I don’t want to know more about viruses (reversed).

    2. b.

      Life would be boring without viruses.

    3. c.

      Viruses are boring (reversed).

    4. d.

      It can be fun to learn about viruses.

    5. e.

      It would be interesting to have a job that works with viruses.

    6. f.

      Viruses can be interesting.

  3. 3.

    Knowledge of viruses.

    1. a.

      Viruses need a host to reproduce.

    2. b.

      There are more humans than viruses (reversed).

    3. c.

      The body’s immune system fights viruses.

    4. d.

      Viruses take over cells to make more viruses.

    5. e.

      Cells and viruses are about the same size (reversed).

    6. f.

      T cells fight viruses.

    7. g.

      Viruses have their own DNA or RNA.

    8. h.

      Vaccines prevent disease.

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Spiegel, A.N., McQuillan, J., Halpin, P. et al. Engaging Teenagers with Science Through Comics. Res Sci Educ 43, 2309–2326 (2013). https://doi.org/10.1007/s11165-013-9358-x

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