Abstract
Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.
Original language | English |
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Number of pages | 11 |
Journal | INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH |
Volume | 106 |
DOIs | |
Publication status | Published - 6 Jan 2021 |
Publication type | A1 Journal article-refereed |
Keywords
- Storification
- Pedagogy
- Learning Environment
- Teaching practices
Publication forum classification
- Publication forum level 2