Student‐Created Digital Stories in Primary School, Interpreting the Day/Night Cycle Through Conceptual Representations.
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| Title: | Student‐Created Digital Stories in Primary School, Interpreting the Day/Night Cycle Through Conceptual Representations. |
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| Authors: | Kritikos, Georgios1 (AUTHOR) gkritikos@aegean.gr, Moutsios‐Rentzos, Andreas2 (AUTHOR), Panytsidou, Paraskevi3 (AUTHOR) |
| Source: | European Journal of Education. Dec2025, Vol. 60 Issue 4, p1-18. 18p. |
| Subject Terms: | *Educational technology, *Primary education, *Audiovisual education, *Qualitative research, *Student engagement, Digital storytelling, Circadian rhythms |
| Abstract: | In this study, digital storytelling refers to narrating linear stories using multimedia. Specifically, the study focuses on educational digital stories created by combining multimedia elements to understand and interpret a phenomenon related to a specific subject area, such as natural sciences, mathematics, arts, etc. We claim that digital storytelling can be an effective learning tool, contributing to the meaningful integration of technology in education. This study aims to investigate the changes in the knowledge of 12 sixth‐grade students regarding the day/night cycle phenomenon before and after the creation and experience of the digital stories they completed in the classroom, divided into four groups of three members each. The qualitative method of analysing the students' written explanations and the four digital stories they created was used to analyse the results and draw conclusions. According to the results, the students' models for the phenomenon and the specific aspects studied appear to have improved. Through the digital storytelling they created and the use of various modalities, students were allowed to shift their models from initial (mental) to scientific (conceptual) and express their knowledge more comprehensively and analytically. Additionally, using digital storytelling as an assessment tool revealed their deeper understanding. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190859791 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student‐Created Digital Stories in Primary School, Interpreting the Day/Night Cycle Through Conceptual Representations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kritikos%2C+Georgios%22">Kritikos, Georgios</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gkritikos@aegean.gr</i><br /><searchLink fieldCode="AR" term="%22Moutsios‐Rentzos%2C+Andreas%22">Moutsios‐Rentzos, Andreas</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Panytsidou%2C+Paraskevi%22">Panytsidou, Paraskevi</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Dec2025, Vol. 60 Issue 4, p1-18. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiovisual+education%22">Audiovisual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+storytelling%22">Digital storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Circadian+rhythms%22">Circadian rhythms</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this study, digital storytelling refers to narrating linear stories using multimedia. Specifically, the study focuses on educational digital stories created by combining multimedia elements to understand and interpret a phenomenon related to a specific subject area, such as natural sciences, mathematics, arts, etc. We claim that digital storytelling can be an effective learning tool, contributing to the meaningful integration of technology in education. This study aims to investigate the changes in the knowledge of 12 sixth‐grade students regarding the day/night cycle phenomenon before and after the creation and experience of the digital stories they completed in the classroom, divided into four groups of three members each. The qualitative method of analysing the students' written explanations and the four digital stories they created was used to analyse the results and draw conclusions. According to the results, the students' models for the phenomenon and the specific aspects studied appear to have improved. Through the digital storytelling they created and the use of various modalities, students were allowed to shift their models from initial (mental) to scientific (conceptual) and express their knowledge more comprehensively and analytically. Additionally, using digital storytelling as an assessment tool revealed their deeper understanding. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190859791 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ejed.70259 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Educational technology Type: general – SubjectFull: Primary education Type: general – SubjectFull: Audiovisual education Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Digital storytelling Type: general – SubjectFull: Circadian rhythms Type: general Titles: – TitleFull: Student‐Created Digital Stories in Primary School, Interpreting the Day/Night Cycle Through Conceptual Representations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kritikos, Georgios – PersonEntity: Name: NameFull: Moutsios‐Rentzos, Andreas – PersonEntity: Name: NameFull: Panytsidou, Paraskevi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01418211 Numbering: – Type: volume Value: 60 – Type: issue Value: 4 Titles: – TitleFull: European Journal of Education Type: main |
| ResultId | 1 |
