LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION

Sare Asli; Zinab Safi; Abeer Shehadeh-Nasser; Avi Hofstein; Muhamad Hugerat

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LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION

Title	LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION
Publication Type	Journal Article
Year of Publication	2023
Authors	Asli, S, Safi, Z, Shehadeh-Nasser, A, Hofstein, A, Hugerat, M
Journal	Journal of Baltic Science Education
Volume	22
Issue	6
Start Page	1011-1024
Pagination	Continuous
Date Published	December/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	asking questions, science story, storytelling, sustainability education, text learning
Abstract	The use of stories in science education can make science more interesting and engaging, illustrate concepts, and provide opportunities for contextual and meaningful learning. Also, integrating a scientific story in which the sustainability goals are incorporated can lead to increasing students’ motivation to learn as well as improve and facilitate the learning process. Having children ask questions allows the educator to learn about the child's insights, views, level of interest, motivation for learning, and knowledge. Therefore, this study focuses on the relationship between science storytelling, questioning, and sustainability among elementary school students. It compares the levels of questioning among primary students who learned a sustainability story in segments versus those who learned the story in its entirety. A quantitative study was conducted involving 120 second graders from the Arab sector in Israel. The results revealed a significant difference in the two groups’ level of questions: the students in the experimental group, who learned the story in segments, asked higher-level questions than those in the control group. The study concluded that learning a scientific story in segments proved effective in enhancing primary students' questioning ability, and that there was a notable preference for this segmented storytelling approach over traditional whole unit learning methods.
URL	https://oaji.net/articles/2023/987-1702728842.pdf
DOI	10.33225/jbse/23.22.1011
Refereed Designation	Refereed
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