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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
Language: English
Authors: Georgios Kritikos (ORCID 0000-0002-1390-977X), Andreas Moutsios-Rentzos (ORCID 0000-0002-9614-2825), Paraskevi Panytsidou
Source: European Journal of Education. 2025 60(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Descriptors: Elementary School Students, Story Telling, Multimedia Materials, Technology Uses in Education, Grade 6, Astronomy, Schemata (Cognition), Scientific Concepts
DOI: 10.1111/ejed.70259
ISSN: 0141-8211
1465-3435
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490364
Database: ERIC
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  Data: Student-Created Digital Stories in Primary School, Interpreting the Day/Night Cycle through Conceptual Representations
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  Data: <searchLink fieldCode="AR" term="%22Georgios+Kritikos%22">Georgios Kritikos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1390-977X">0000-0002-1390-977X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andreas+Moutsios-Rentzos%22">Andreas Moutsios-Rentzos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9614-2825">0000-0002-9614-2825</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paraskevi+Panytsidou%22">Paraskevi Panytsidou</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: 10.1111/ejed.70259
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  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.
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Story Telling
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      – SubjectFull: Multimedia Materials
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Grade 6
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      – SubjectFull: Astronomy
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      – SubjectFull: Schemata (Cognition)
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      – SubjectFull: Scientific Concepts
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      – TitleFull: Student-Created Digital Stories in Primary School, Interpreting the Day/Night Cycle through Conceptual Representations
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            NameFull: Georgios Kritikos
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            NameFull: Andreas Moutsios-Rentzos
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            NameFull: Paraskevi Panytsidou
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              M: 12
              Type: published
              Y: 2025
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