General Information

- Title of your Dataset: Visual narrative vs. traditional powerpoint for youth understanding and perceptions of science
- Author information: Kyra Ricci, Kathleen Lu, Grascen Shidemantle, and Jessica Hua
- PI name and contact information: Corresponding author: Kyra Ricci (kdricci@wisc.edu); PI: Jessica Hua (jhua23@wisc.edu). University of Wisconsin-Madison, Madison, WI, USA
- Co-investigator/association name and contact information: 
Kathleen Lu (klu34@binghamton.edu), Binghamton University, Binghamton, NY, USA
Grascen Shidemantle (gshidemantle@communityscience.org), Community Science Institute, Ithaca, NY, USA
- Citation for associated publication
Ricci, K., Lu, K., Shidemantle, G., and Hua, J. (2024). Conservation Biology.

- Date of data collection (range or single date)
February 2022-July 2022

Sharing/Access Info

- Licenses placed on data, if any:
- Was data derived from another source? NO.

Methodological Information

- Description of methods use for collection/generation of data: self-report survey and quiz (see Supplimental Materials for full survey)
- Methods for processing data: multilevel mixed effects model in SPSS 25 (IBM) - requires conversion to long form for mixed effect model
- Instrument or software-specific needed to interpret the data: n/a
- Other such as experimental conditions: third grade students were taught by their homeroom teacher using either visual narrative (graphic novel) or PowerPoint lesson. Students completed self-report surveys and quizzes regarding their perceptions of science and knowledge of content before and after the lesson and again and at a later date at the discression of the teacher (follow-up). Teachers chose the timing of the lessons, and thus the number of days between each measurement is included for each classroom.