Publicação
The importance of stories to promote empahty in young learners
| Resumo: | This report shares an action research project that aimed to answer the question “How can stories be used as a resource in the classroom to promote empathy in young learners?”. Taking into consideration this initial question, the aims of this research were related to the use of stories in the classroom considering the stages associated to the adaption of the story and the storytelling process. Another aim was to understand which tools could be used to assess empathy trait development in students. The study took place from September to December 2019 in a 3rd grade class in a primary school in Portugal. The results highlight aspects to take into consideration when adapting and telling a story successfully in the English primary classroom, as well as a suggestion for a data collection tool to assess the empathy trait development in students. |
|---|---|
| Autores principais: | Godinho, Ana Paula Rosário |
| Assunto: | Literacia 1º Ciclo do Ensino Básico Leitura de histórias Stories Empathy Young learners Storytelling Histórias Empatia Jovens aprendentes Contar histórias |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | This report shares an action research project that aimed to answer the question “How can stories be used as a resource in the classroom to promote empathy in young learners?”. Taking into consideration this initial question, the aims of this research were related to the use of stories in the classroom considering the stages associated to the adaption of the story and the storytelling process. Another aim was to understand which tools could be used to assess empathy trait development in students. The study took place from September to December 2019 in a 3rd grade class in a primary school in Portugal. The results highlight aspects to take into consideration when adapting and telling a story successfully in the English primary classroom, as well as a suggestion for a data collection tool to assess the empathy trait development in students. |
|---|