The Effect of Inquiry-Based Science Comics on Primary Learners' Scientific Literacy Skills

Abstract

Objective - The fundamental scientific literacy skills of primary learners remains crucial as the STEM and Industry 4.0 thrusts begin to configurate across levels. Espousing the view that a visual fun-laden learning medium fosters learners' understanding on natural phenomena and its scientific literacy, this research aims to examine the effect of inquiry-based science comics as a learning medium in improving primary learners' scientific literacy skills. Methodology/Technique – This study employs the quasi-experimental method, specifically, the pre-test/post-test control group design. Three levels of learners' scientific literacy which covers scientific concepts and phenomena (LTC-1), thinking (LTC-2), and scientific inquiry processes (LTC-3) were quantitatively measured by using problem-set tests. The inquiry sequences of observing, questioning, exploring, discussing and evaluating were integral features of the inquiry-based comics and provided the direction of the learning sessions. Improvements in the learners' scientific literacy skills were qualitatively triangulated through series of class observations, learners' experiments and related artefacts, and post-mortem group discussion. Finding - The results show that there was a significant difference in students' scientific literacy using the inquiry-based comic. The increase in gained score occurred in the first (LTC-1) and second (LTC-2) level of scientific literacy. The skills of making diagrams, charting data and drawing conclusions also progressed in the experimental group. This finding indicates that inquiry-based science comics provide a support platform in developing the fundamental scientific literacy skills of primary graders. Novelty - The results of this study contribute to the limited literature on the use of instructional inquiry-based science comics in order to leverage scientific literacy skills of primary years. Type of Paper: Empirical.