Examining the impact of storytelling on learning the six domains of the Educational Transformation Document among first cycle elementary school children

Articles in Press

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Management, Farhangian University, PO Box 889_14665, Tehran, Iran

2 Teacher student of Bachelor of Elementary Education, Farhangian Shahid Paknejad University, Yazd, Iran

10.48310/edup.2025.18989.1427

Abstract

This research investigates the impact of using stories on the learning outcomes of students in the six dimensions outlined in the education transformation document. In order to achieve the research objective,this article introduces and explains the representations of the impact of storytelling on learning, the methods of storytelling, and the practice of oral storytelling in the learning process of the six domains of the educational transformation document among students.Additionally, the collected stories in this article are presented in a classified manner. The statistical population of this research includes storybooks from 2009 to 2023 and articles from 2009 to 2021. Nineteen books and ten articles were selected as samples.The data for this research were collected using qualitative methods, specifically case study and library research, through reliable sources, books, and scientific websites. In this study, stories suitable for the six educational domains were qualitatively examined, and based on the research and findings, storytelling has a significant impact on learning. Furthermore, storytelling increases the attractiveness of our subject matter, which is the education of the six educational domains, and aids in memorizing that topic. The results indicate that the best storytelling methods allow children time for analysis and utilize creative and expressive performances.

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Main Subjects

Teacher Education Policy

Articles in Press, Corrected Proof
Available Online from 08 June 2025

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History

  • Receive Date: 16 April 2025
  • Revise Date: 09 May 2025
  • Accept Date: 07 June 2025

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