Marina Mota, Cristina Sá & Cecília Guerra | International Journal of Science Education, Part B, 1–23
Abstract: This study examines how science comics can promote engagement and scientific literacy among children aged 8–9 in informal learning settings. Situated at the intersection of science communication and science education, the research responds to ongoing calls for interdisciplinary strategies that make science more accessible and meaningful to the public. We designed and implemented three resources based on science comics in a Portuguese science center, combining the Design Thinking approach with qualitative research. The resources addressed health and well-being topics aligned with the WHO and UN Sustainable Development Goals. Data were collected through observations and children’s produced work across three implementation sessions, and thematic analysis was used to assess engagement and learning outcomes. The findings highlight how science comics acted as boundary resources, facilitating dialogue between scientific content and children’s everyday experiences. Children demonstrated engagement with the science and showed a comprehension of the scientific concepts. This study contributes to a growing field of research on comics as tools for science engagement, offering insights for science practitioners. It advocates integrating visual narrative, participatory learning, and design-based approaches to enhance informal science education and foster scientific literacy from an early age.
Keywords: Science comics, scientific literacy, science communication, informal science education, design thinking
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Mota, M., Sá, C. M., & Guerra, C. (2025). Science comics for engagement: fostering scientific literacy in informal learning environments. International Journal of Science Education, Part B, 1–23. https://doi.org/10.1080/21548455.2025.2590640
