Abstract
The main goal of this research was to analyse the perception of trainee primary education teachers regarding motivation when using comics as a resource to teach and learn history. To achieve this objective, a history education programme was designed based on the use of comics and the outcomes evaluated via a mixed qualitative-quantitative post-test questionnaire (Likert scale 1–5). Two hundred twenty-one trainee primary teachers from the University of Alicante, Spain participated in the study during the 2020/2021 academic year. Data were collected using the IBM SPSS v.24 statistical package and AQUAD 7. The results showed that the majority of future teachers felt highly motivated when using comic resources to learn history instead of textbooks (90.5% of participants); trainee teachers recognise that the use of comics improves their capacity to be more creative and that they feel able to design and use their own comic resources to teach history in the future.
Highlights
Nowadays, the educational resources at the disposal of teachers are more numerous and diverse than a few years ago, but they require a greater degree of knowledge when they are confined to different subjects or heterogeneous nature, enriching a little more one of the most important professions in our society
This paper addresses the use of comics, and in some cases graphic novels (Montenegro, 2012; Sebastián-Faubel, 2016; Williams, 2008), as an educational resource on the rise which aims to facilitate history learning in a motivating way, encouraging critical thinking and, in turn, stimulating students’ creativity
The research presented in this paper is based on the prior assumption that surmised that the trainee primary teachers had never worked on history via a resource such as comics
Summary
The educational resources at the disposal of teachers are more numerous and diverse than a few years ago, but they require a greater degree of knowledge when they are confined to different subjects or heterogeneous nature, enriching a little more one of the most important professions in our society. It is true to state that never before have so many graphic novels been produced and read as is the case today. This manifestation requires considered reflection and, in our opinion, a suitable educational context in which these resources can be implemented in an effective manner. In this way, the educational potential which comics put at our disposal can be prioritised. If a correct reading is given, by stimulating observation, reading, analysing
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