A Research Model for Cultivating Imaginative Culture: Contextualized Cartoons in Science Education

Abstract

This study analyzes the application of contextualized conceptual comics as a pedagogical tool to enhance imaginative thinking in science education. Drawing upon Vygotsky's theory of creative imagination (1996), phenomenon-based learning, and imaginative didactics, the research investigates how these comics support students in understanding abstract scientific concepts while fostering critical and creative thinking. Researchers employed a quasi-experimental approach that compared a control group with an experimental one. The experimental group used comics to study scientific topics like photosynthesis and fluid pressure. The results indicate that contextualized conceptual comics improve students' conceptual understanding and stimulate their imagination by linking theoretical knowledge to everyday experiences. This interdisciplinary strategy demonstrates the potential for broad application across educational contexts, promoting active learning and innovative problem-solving.