Driven to Teach, Compelled to Learn: A Review of the Role(s) of Storytelling in Education (original) (raw)
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Storytelling has existed since mankind first took to speech and has remained an important staple in passing along information, cultural values, and wisdom. The purpose of this study is to examine the nature of using stories for an educational purpose. We will then build a simple model to assist educators and parents in the creation of educational stories. After an introduction and review of both scholarly and popular work, a set of thirteen interviews will be examined. From. the data, a model will be constructed involving a structure for stories that teach not only cultural values, but process oriented lessons as well.
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Interdisciplinary Journal of Problem-based Learning, 2009
This paper discusses the theoretical and empirical foundations of the use of storytelling in instruction. The defi nition of story is given and four instructional methods are identifi ed related to storytelling: case-based, narrative-based, scenario-based, and problem-based instruction. The article provides descriptions of the four instructional methods, describes several research issues, delineates foundational work and theories, and proposes a research agenda.
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Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local rural school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through family stories? The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the ...
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Iranian Evolutionary Educational Psychology Journal, 2023
The current study aimed to explore the use of storytelling as an instructional method and develop an effective curriculum for its implementation. The research followed a qualitative grounded theory method. The study encompassed all 578 preschool teachers who had experience using storytelling to teach textbooks. A purposive sampling method was employed, and data was collected through in-depth, unstructured interviews. The findings revealed that the causal conditions contributing to the effectiveness of the Persian book curriculum, with a storytelling focus, included eight core factors (emotional stimulation, enhancement of perceptual abilities, fostering critical thinking, academic diligence, seamless learning, moral development, semantic comprehension, identity reinforcement). Additionally, contextual conditions encompassed five key factors (teacher empowerment, parental involvement, provision of information technology, sharing of experiences, structural decentralization), while strategic conditions involved five critical factors (visualizing content using diverse storytelling mechanisms, adding an element of enjoyment to the content, enhancing communication with students, diversifying storytelling settings, striving for content comprehension). Furthermore, intervention conditions highlighted four selective factors (rigidity in storytelling, lack of engagement in storytelling, insufficient storytelling skills, limited resources), and outcome conditions encompassed two selective factors (emotional engagement and cognitive engagement). In conclusion, this research sheds light on the significance of storytelling as an instructional approach and offers insights into curriculum development for preschool education.
Storytelling as an Instructional Method: Descriptions and Research Questions
This paper discusses the theoretical and empirical foundations of the use of storytelling in instruction. The defi nition of story is given and four instructional methods are identifi ed related to storytelling: case-based, narrative-based, scenario-based, and problem-based instruction. The article provides descriptions of the four instructional methods, describes several research issues, delineates foundational work and theories, and proposes a research agenda.
Storytelling as an Instructional Method Definitions and Research
This paper discusses the theoretical and empirical foundations of the use of storytelling in instruction. The definition of story is given and four instructional methods are identified related to storytelling: case-based, narrative-based, scenario-based, and problem-based instruction. The article provides descriptions of the four instructional methods, describes several research issues, delineates foundational work and theories, and proposes a research agenda.
For thousands of years storytelling has been a key means of instruction in cultures around the world. Today stories are told for educational purposes in virtually every domain of human endeavor. This book explores various theoretical and practical aspects of storytelling as an instructional method. It is divided into sections that examine instructional uses of the four types of storytelling: scenario-based, problem-based, case-based and narrative. The book's chapters cover a variety of topics including; theories of storytelling instructional effectiveness, story archetypes, cognition and storytelling, the use of stories in instructional games, and effective instructional strategies that employ stories. In addition, practical applications of storytelling are given for healing combat stress and improving information security. The intended audiences are teachers, instructors and instructional designers of all types. In addition, instructional and educational researchers should benefi t from the book. Finally, the book should be of aid to storytellers who seek to make their stories more effective instructional devices.
Teaching With Stories Teaching with Stories as the Content and Context for Learning
Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local rural school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through family stories? The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the ...