Health Literacy Using STEM-Themed Graphic Novelettes: An Action Research Study

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Action Research as an Approach to Support Preservice Teachers' Professional Learning

Abstract

The purpose of this action research study was to investigate the process of shaping pre-vocational professional identity development using project-based learning (PBL) to render a transformative learning experience. Our study was grounded in two theories: identity theory and transformational learning theory. Participants were pre-service undergraduate teachers enrolled in field-based classes of a university teacher preparation program, professional sequence. Eighteen students (n=15 females, n=3 males) opted to participate in the study. Measures used for collecting data included: a pre-/post-test with additional items, two rubrics and checklists for project items (graphic novelettes and study guides). All teams completed their projects. Students on average reported their confidence for creating materials for English learners increased and they felt more like teachers.

Authors

• Jiling Liu, Texas A&M University - College Station

• Sandra T. Acosta, Texas A&M University - College Station

• Lina Shu, Texas A&M University - College Station