The power of narrative storytelling: using comics to bring microbiology concepts to life.

Abstract

Introductory undergraduate science courses often aim to achieve two key goals: (i) build a foundation of knowledge and (ii) prime a deeper understanding of the natural world to help cultivate scientifically literate citizens. However, retention of knowledge and critical understanding of complex concepts in these foundational courses remains a challenge. While facts can fade from memory, content presented in the form of stories captures attention and is easier to recall. Narrative-based learning provides a powerful way to support STEM education, helping students grasp complex concepts, connect more meaningfully with the natural world, and view science as accessible and relevant. In this study, we evaluated how students engage with microbe-centered comic narratives designed around concepts students themselves identified as challenging in a foundational microbiology course. We started by collecting data around how students engage with an existing course resource, an open educational textbook designed specifically for the course, and identified key concepts that students indicated were still challenging. Comic narratives were created specifically to address these concepts. Student perception data showed that integrating the comics with the course reading helped to improve their understanding of the concepts using memorable examples of microbes and overall increased their curiosity about the microbial world. Here, we show that comic storytelling can be a powerful pedagogical tool in higher education, bridging abstract and complex scientific concepts with personal connection and curiosity.