This study investigates the perspectives of pre-service and newly qualified elementary teachers on the use of comics in science education. Drawing on interviews with 19 participants, it reveals positive views of comics as engaging and inclusive tools that support conceptual understanding and student competencies. However, their effective use is seen as dependent on careful pedagogical planning and contextual adaptation. Participants identified external barriers, such as limited resources, curriculum constraints, and time pressure, as well as internal challenges, including traditional beliefs and insufficient training. The findings highlight the need for investment in teacher education and resources to support meaningful comic integration.
Valente et al. (Fri,) studied this question.