Page 85 - STEEM2021

‫ الروايات الم�صورة ونظام «�ستيم» التعليمي‬:‫الف�صل الثاني‬

‫ والتدبر لي�س في‬،‫ وهناك جمال في معرفة هذه الق�ص�ص‬.‫يجب على العالم الاهتمام بالأمر‬
‫ و إ�نما في حياة ه ؤ�لاء العلماء الذين اختاروا �أن تكون مهمتهم في الحياة‬،‫الاكت�شافات وح�سب‬

.‫خلق عالم �أف�ضل عبر الاكت�شاف والتجربة‬

‫مراجع‬

Brozo, W. G., Moorman, G., & Meyer, C. K. (2014). Wham! Teaching with
graphic novels across the curriculum. New York, NY: Teachers College Press.

Carter, J. B. (Ed.). (2007). Building literacy connections with graphic
:novels Page by page, panel by panel. Urbana, IL: National Council of
Teachers of English.

Cazden, C., Cope, B., Fairclough, N., & Gee, J et al.. (1996). A pedagogy
of mul- tiliteracies: Designing social futures. Harvard Educational Review,
66(1), 60–92. doi:10.17763/haer.66.1.17370n67v22j160u

Darwin, C. (1909). The origin of species. New York, NY: P.F. Collier & Son
Company.

Eckard, S. (Ed.). (2015). Yin and yang in the english classroom: Teaching
with popular culture texts. Lanham, MD: Rowman & Littlefield.

Eisner, W. (1978). A contract with God. New York, NY: Baronet Books.

Eisner, W. (1978). Comics & sequential art: Principles & practice of the
world’s most popular art form. Tamarac, FL: Poorhouse Press.

Gonick, L., & Criddle, C. (2005). The cartoon guide to chemistry. New York,
NY: Collins Reference.

Jolly, A. (2014). STEM vs. STEAM: Do the arts
http://www.edweek.
belong? Retrieved from

org/tm/articles/2014/11/18/ctq-jolly-stem-vs-steam.html

Jones, G. (2004). Men of tomorrow: Geeks, gangsters and the birth of the
comic book. New York, NY: Basic Books.

42