SavedAdd your journal

Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Volume: 15 Issue: 1

Development of a Context-Based Comic Book for the Electricity Transmission Unit: Teacher and Student Perspectives

İlyas Acet(Milli Eğitim Bakanlığı)0000-0003-3324-7766
Mehmet Altan Kurnaz(KASTAMONU ÜNİVERSİTESİ)0000-0003-2824-4077
Pages
—
Publication Date
2026-02-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result of the data analysis, the following themes emerged: “academic contribution,” “first associations,” “humorous elements,” “relevance to daily life,” “desire to use in other subjects or topics,” “stimulation of curiosity and excitement,” “appreciation of the overall structure and illustrations of the comic book,” and “advantages over the textbook.” Recommendations were provided for using the context-based comic book, which is presented as an original alternative instructional material in the literature, specifically for teaching the Electricity Transmission unit.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to develop a context-based comic book for the “Electricity Transmission” unit and explore the perspectives of students and teachers regarding the use of this instructional material.
📊
Key Findings & Data:Employing a phenomenological approach, the study gathered context suggestions from 178 science teachers across Türkiye to ensure the nationwide applicability of the comic book.
💡
Conclusion & Impact:As a result of the data analysis, the following themes emerged: “academic contribution,” “first associations,” “humorous elements,” “relevance to daily life,” “desire to use in other subjects or topics,” “stimulation of curiosity and excitement,” “appreciation of the overall structure and illustrations of the comic book,” and “advantages over the textbook.” Recommendations were provided for using the context-based comic book, which is presented as an original alternative instructional material in the literature, specifically for teaching the Electricity Transmission unit.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Comics · context-based approach · transmission of electricity

Abstract

This study aims to develop a context-based comic book for the “Electricity Transmission” unit and explore the perspectives of students and teachers regarding the use of this instructional material. Employing a phenomenological approach, the study gathered context suggestions from 178 science teachers across Türkiye to ensure the nationwide applicability of the comic book. The context-based comic book was implemented as instructional material with 27 sixthgrade students over three weeks. Following the implementation, semi-structured interviews were conducted with the course teacher and 12 students, and the data were analyzed using content analysis. As a result of the data analysis, the following themes emerged: “academic contribution,” “first associations,” “humorous elements,” “relevance to daily life,” “desire to use in other subjects or topics,” “stimulation of curiosity and excitement,” “appreciation of the overall structure and illustrations of the comic book,” and “advantages over the textbook.” Recommendations were provided for using the context-based comic book, which is presented as an original alternative instructional material in the literature, specifically for teaching the Electricity Transmission unit.

🔖

Cite This Article

Acet, İ., Kurnaz, M. A. (2026). Development of a Context-Based Comic Book for the Electricity Transmission Unit: Teacher and Student Perspectives. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Volume: 15 Issue: 1. https://doi.org/10.14686/buefad.1637635

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (76)

  1. Acar, B., & Yaman, M. (2011). Bağlam temelli öğrenmenin öğrencilerin ilgi ve bilgi düzeylerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 1–10.
  2. Acet, İ. (2024). The effect of context-based comics designed for the "electricity conduction" unit on students' grounded mental model development [Doctoral dissertation]. Kastamonu University, Institute of Science.
  3. Affeldt, F., Meinhart, D., & Eilks, I. (2018). The use of comics in experimental instructions in a non-formal chemistry learning context. International Journal of Education in Mathematics Science and Technology, 6(1), 93-104. doi: 10.18404/ijemst.380620.
  4. Afrilyasanti, R., & Basthomi, Y. (2011). Digital storytelling: A Case study on the teaching of speaking to Indonesian EFL students. Language in India, 11(2).
  5. Ak, M. M., Erdoğan, M. F., & İlhan, G. O. (2020). Görsel bir öğretim materyali olarak dijital çizgi roman tasarımı: gezdim, gördüm, öğrettim. Journal of History School,47, 2458-2484.
  6. Akcanca, N. (2020). An alternative teaching tool in science education: Educational comics. International Online Journal of Education and Teaching, 7(4), 1550-1570.
  7. Arslan, K., & Akçay, H. (2022). Çizgi romanla fen bilimleri öğretimi nin öğrenci başarısına etkisi. Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi), 6(1), 14–31. https://dergipark.org.tr/en/download/article-file/2213632
  8. Aydoğdu, Z. (2017). Argümantasyon tabanlı öğretimin öğrencilerin fene yönelik akademik başarı, motivasyon, ilgi ve tutumlarına etkisinin incelenmesi (Yüksek Lisasn Tezi). Sakarya Üniveristesi. https://acikerisim.sakarya.edu.tr/bitstream/handle/20.500.12619/74508/EFT0306.pdf?sequence=1&isAllowed=y
  9. Ayvacı, H. Ş., Ernas, S., & Dilber, Y. (2016). Bağlam temelli rehber materyallerin öğrencilerin kavramsal anlamaları üzerine etkisi: “İletken ve yalıtkan maddeler” örneği. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 51–78. https://dergipark.org.tr/en/download/article-file/253563
  10. Azman, N. A., Hamzah, M. I., Abdul Razak, K., & Zulkifli, H. (2024). Digital competence among Islamic teachers: A pilot study on validity and reliability. TOJET: The Turkish Online Journal of Educational Technology, 23(4).
  11. Bennett, J. (2016). Bringing science to life: Research evidence. In R. Taconis, P. den Brok, & A. Pilot (Eds.), Teachers creating context-based learning environments in science (pp. 21–41). Rotterdam, The Netherlands: Sense.
  12. Bennett, J., & Holman, J. (2003). Context-based approaches to the teaching of chemistry: What are they and what are their effects? Chemical Education: Research and Practice, 4(3), 233–245.
  13. Bennett, Judith, & Holman, J. (2006). Context-Based approaches to the teaching of chemistry: what are they and what are their effects? In Chemical Education: Towards Research-based Practice. https://doi.org/10.1007/0-306-47977-x_8
  14. Bennett, Judıth, Lubben, F., & Hogarth, S. (2008). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 92(1), 141–164. https://doi.org/10.1002/sce
  15. Brna, P. (1988). Confronting misconceptions in the domain of simple electrical circuits. Instructional Science, 17(1), 29–55. https://www.jstor.org/stable/23369119
  16. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. A., Karadeniz, Ş., & Demirel, F. (2022). Bilimsel araştırma yöntemleri (33. bs.). Pegem Akademi.
  17. Canpolat, E., & Ayyıldız, K. (2019). 8. sınıf öğrencilerinin fen bilimleri dersi bilgilerini günlük yaşam ile ilişkilendirebilme düzeyleri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 21–39.
  18. Caymaz, B., & Aydın, A. (2019). Ortak bilgi yapılandırma modelinin yedinci sınıf öğrencilerinin elektrik enerjisi ünitesine ilişkin kavramsal anlamalarına etkisi. Kastamonu Eğitim Dergisi, 27(5), 1955–1975. https://doi.org/10.24106/kefdergi.3196
  19. Chamisijatin, L., Lestari, R. D., Husamah, A. F., Fatmawati, D., & Nurhasanah, S. (2020). Developing comic of human skeletal system and its potential in improving junior high school students’ learning achievement. Universal Journal of Educational Research, 8(12), 6383–6393.*
  20. Cheesman, K. (2006). Using comics in the science classroom. Journal of College Science Teaching, 35(4), 48–51.*
  21. Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. International Journal of Phytoremediation, 21(1), 215–227.* https://doi.org/10.1207/s15389286ajde1904_3
  22. Cokelez, A., & Yurumezoglu, K. (2009). Conceptualization forms of “electricity, electric current and electrical energy” by junior high school (aged 12–14) students. Latin-American Journal of Physics Education, 3(3), 496–505.*
  23. De Jong, O. (2006). Context-based chemical education: How to improve it? Chemical Education International, July, 1–7. http://old.iupac.org/publications/cei/vol8/0801xDeJong.pdf
  24. Furió, C., & Guisasola, J. (1998). Difficulties in learning the concept of electric field. Science Education, 82(4), 511–526.* https://doi.org/10.1002/(SICI)1098-237X(199807)82:4 3.0.CO;2-E
  25. Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976.* https://doi.org/10.1080/09500690600702470
  26. Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2011). Concept development and transfer in context-based science education. International Journal of Science Education, 33(6), 817–837.* https://doi.org/10.1080/09500693.2010.493185
  27. Glynn, S., & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. In R. E. Yager (Ed.), Exemplary science: Best practices in professional development (pp. 75–84). National Science Teachers Association Press.
  28. Glynn, S. M., & Winter, L. K. (2004). Contextual teaching and learning of science in elementary schools. Journal of Elementary Science Education, 16(2), 51–63.* https://doi.org/10.1007/BF03173645
  29. Greenfield, D. (2017). Beyond superheroes and talking animals: Social justice in graphic novels in education (Doctoral dissertation). ProQuest Dissertations Publishing. https://search.proquest.com/docview/1979947299?pq-origsite=gscholar
  30. Gökçe, B. (2018). The effect of the context-based learning approach on 6th grade students’ achievement, attitudes, and motivation regarding the electricity transmission unit (Master’s thesis). Gazi University, Türkiye.
  31. Gökdoğan, S. (2021). Comparison of structured grid and three-tier test methods in identifying misconceptions (Master’s thesis). Hacettepe University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/
  32. Günaydın, M. (2019). The effect of V-diagram-based instruction on sixth grade students’ conceptual understanding: The case of the electricity transmission unit (Master’s thesis). Trabzon University, Türkiye. https://tez.yok.gov.tr/UlusalTezMerkezi/
  33. Gürsoy Köroğlu, N. (2011). Investigation of the effect of the context-based learning approach on preservice teachers’ environmental interest, attitudes, and environmentally conscious consumer behaviors (Doctoral dissertation). Gazi University, Türkiye.
  34. Hırça, N. (2012). Bağlam temelli öğrenme yaklaşımına uygun etkinliklerin öğrencilerin fizik konularını anlamasına ve fizik dersine karşı tutumuna etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(17), 313–325.*
  35. Hussain, N. H., Salim, K. R., Haron, H. N., Ali, R., & Hussain, H. (2013). Students’ alternative conception in basic electric circuit. In Research in Engineering Education Symposium (REES 2013) (pp. 1–6). https://www.researchgate.net/publication/282009342
  36. İlhan, G. O. (2016). The use of comics in social studies education (Doctoral dissertation). Afyon Kocatepe University, Türkiye. https://tez.yok.gov.tr/
  37. Ivanjek, L., Morris, L., Schubatzky, T., Hopf, M., Burde, J. P., Haagen-Schützenhöfer, C., Dopatka, L., Spatz, V., & Wilhelm, T. (2021). Development of a two-tier instrument on simple electric circuits. Physical Review Physics Education Research, 17(2), 020123.* https://doi.org/10.1103/PhysRevPhysEducRes.17.020123
  38. Gilbert, J. K., De Jong, O., Justi, R., Treagust, D. F., & Van Driel, J. H. (Eds.). (2003). Chemical education: Towards research-based practice (pp. 165–185). Kluwer Academic Publishers.
  39. Kabuklu, Ü. N., & Kurnaz, M. A. (2019). Fen eğitimi alanında Türkiye’de yapılmış bağlam temelli öğretim konulu çalışmaların tematik incelemesi. Asian Journal of Instruction, 7(1), 32–53.* https://dergipark.org.tr/en/download/article-file/748175
  40. Keser, Ö. F., & Başak, H. M. (2013). Yaşamımızdaki elektrik ünitesine yönelik öğrenci kazanım düzeylerinin incelenmesi. Türk Fen Eğitimi Dergisi, 10(2), 117–127.*
  41. Kılıç, A., & Seven, S. (2007). Konu alanı ders kitabı incelemesi. Pegem A Yayıncılık.
  42. Kistak, Ö. (2014). Teaching the sound unit in 8th grade science and technology course through a context-based approach (Master’s thesis). Balıkesir University, Türkiye.
  43. Köroğlu Gürsoy, N. (2011). Investigation of the effect of the context-based learning approach on preservice teachers’ environmental interest, attitudes, and environmentally conscious consumer behaviors (Doctoral dissertation). Gazi University, Ankara, Türkiye.
  44. Kurnaz, M. A. (2013). An investigation of physics teachers’ perceptions of context-based physics problems. Kastamonu Eğitim Dergisi, 21(1), 375–390.*
  45. Kurnaz, M. A., Tarakçı, F., Aydın, A., & Pektaş, M. (2013). Elektriklenme, yıldırım ve şimşek ile ilgili öğrenci zihinsel modellerinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(4), 33–51.* https://doi.org/10.1190/segam2013-0137.1
  46. Lazzarich, M. (2013). Comic strip humour and empathy as methodological instruments in teaching. Croatian Journal of Education, 15(1).* https://hrcak.srce.hr/100094
  47. Lesmono, A. D., Bachtiar, R. W., Maryani, M., & Muzdalifah, A. (2018). The instructional-based andro-web comics on work and energy topic for senior high school students. Jurnal Pendidikan IPA Indonesia, 7(2), 147–153.*
  48. Lin, S. F., & Lin, H. S. (2016). Learning nanotechnology with texts and comics: The impacts on students of different achievement levels. International Journal of Science Education, 38(8), 1373–1391.*
  49. Liu, J. (2004). Effects of comic strips on L2 learners’ reading comprehension. TESOL Quarterly, 38(2), 225–243.*
  50. Millî Eğitim Bakanlığı [MEB]. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Temel Eğitim Genel Müdürlüğü.
  51. Olson, J. C. (2008). The comic strip as a medium for promoting science literacy (Master’s thesis). California State University, USA.
  52. Orçan, A. (2013). The effect of science-fiction stories developed through the comic technique on students’ creative thinking skills and attitudes towards physics (Master’s thesis). Gazi University, Türkiye.
  53. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  54. Phoon, H. Y., Roslan, R., Shahrill, M., & Said, H. (2020). The role of comics in elementary school science education. Formatif: Jurnal Ilmiah Pendidikan MIPA, 10(2), 67–76.*
  55. Richey, R. C., & Klein, J. D. (2007). Design and development research: Methods, strategies, and issues. Routledge.
  56. Rota, G., & Izquierdo, J. (2003). Comics as a tool for teaching biotechnology in primary school. Electronic Journal of Biotechnology, 6(2).*
  57. Saputro, D. E., Sarwanto, S., Sukarmin, S., & Ratnasari, D. (2018). Students’ conceptions analysis on several electricity concepts. Journal of Physics: Conference Series, 1013(1), 012043.* https://doi.org/10.1088/1742-6596/1013/1/012043
  58. Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427–463.*
  59. Schwartz, A. T. (2006). Contextualised chemistry education: The American experience. International Journal of Science Education, 28(9), 977–998.*
  60. Spiegel, A. N., McQuillan, J., Halpin, P., Matuk, C., & Diamond, J. (2013). Engaging teenagers with science through comics. Research in Science Education, 43(6), 2309–2326.*
  61. Şensoy, Ö., & Gökçe, B. (2017). Yaşam temelli öğrenme yaklaşımının öğrencilerin başarı ve motivasyonları üzerine etkisi. International Journal of Social Science, 56, 37–52.* http://dx.doi.org/10.9761/JASSS6997
  62. Şentürk Çiçek, Ö. (2020). The effect of argumentation-supported educational comics on students’ environmental interest, motivation, and academic achievement, and student experiences (Doctoral dissertation). Gazi University, Türkiye.
  63. Tatalovic, M. (2009). Science comics as tools for science education and communication: A brief, exploratory study. Journal of Science Communication, 8(4), A02.*
  64. Tekbıyık, A. (2010). Developing 5E model-based teaching materials for the 9th grade energy unit through a context-based approach (Doctoral dissertation). Karadeniz Technical University, Türkiye.
  65. Tekbıyık, A., & Akdeniz, A. R. (2010). Bağlam temelli ve geleneksel fizik problemlerinin karşılaştırılması üzerine bir inceleme. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(1), 123–140.*
  66. Tiftikçi, İ. H., Yüksel, İ., Koç, A., & Çıbık, A. S. (2017). Tahmin–gözlem–açıklama yöntemine dayalı laboratuvar uygulamalarının elektrik akımı konusundaki kavram yanılgılarının giderilmesine ve başarıya etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(Özel Sayı), 19–29.*
  67. Topkaya, Y., & Doğan, Y. (2019). 7. sınıf sosyal bilgiler dersindeki “çevre sorunları ve çevreyle ilgili örgütler” konularının öğretilmesinde eğitici çizgi romanların etkisi: Karma bir araştırma. Eğitim ve Bilim, 45(201).*
  68. Topkaya, Y., & Şimşek, U. (2017). Görsel bir öğretim materyali: Eğitici çizgi roman. In R. Turan & H. Akdağ (Eds.), Sosyal bilgiler öğretiminde yeni yaklaşımlar III (pp. 201–220). Pegem Akademi.
  69. Ünal, O., & Demirkaya, H. (2019). A semi-experimental study on the use of educational comics in social studies. International Journal of Geography and Geography Education (IGGE), 40, 92–108.*
  70. Villarino, G. N. B. (2018). Students’ alternative conceptions and patterns of understanding concerning electric circuits. International Journal of Innovation in Science and Mathematics Education, 26(4), 49–70.*
  71. Weitkamp, E., & Burnet, F. (2007). The Chemedian brings laughter to the chemistry classroom. International Journal of Science Education, 29(15), 1911–1929.*
  72. Wieringa, N., Janssen, F. J. J. M., & Van Driel, J. H. (2011). Biology teachers designing context-based lessons for their classroom practice: The importance of rules of thumb. International Journal of Science Education, 33(17), 2437–2462.*
  73. Wood, M. (2015). The effect of graphic novel supplements on reading comprehension and motivation in secondary students (Doctoral dissertation). University of Central Arkansas, USA.
  74. Yıldız, E. (2021). İşbirlikli hikâye ve çizgi roman yazma çalışmalarının öğretmen adaylarının akademik başarılarına etkilerinin karşılaştırılması. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 32–49.*
  75. Yıldız, E., Ağgül, Ö., Çalıklar, Ş., & Şimşek, Ü. (2020). Eğitsel oyun ve işbirlikli öğrenmenin 6. sınıf öğrencilerinin akademik başarılarına, sosyal becerilerine ve öğrenme motivasyonlarına etkisi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 8(6), 1703–1716.*
  76. Yüzbaşıoğlu, M. K. (2022). The effect of context-based comics designed for the “Measurement of Force and Friction” unit on students’ development of grounded mental models (Master’s thesis). Kastamonu University, Türkiye. http://earsiv.kastamonu.edu.tr:8080/xmlui/handle/20.500.12597/1849