Exploring the Use of Storytelling in Teaching Ecological Concepts
Table Of Contents
<p>1. Introduction<br> 1.1 Background<br> 1.2 Research Questions<br> 1.3 Significance of the Study<br>2. Literature Review<br> 2.1 Storytelling in Education<br> 2.2 Storytelling in Ecology Education<br> 2.3 Previous Research on Storytelling in Science Education<br>3. Methodology<br> 3.1 Research Design<br> 3.2 Participants<br> 3.3 Development of Ecological Stories<br> 3.4 Implementation of Ecological Stories<br> 3.5 Data Collection<br> 3.6 Data Analysis<br>4. Results<br> 4.1 Quantitative Analysis of Learning Outcomes<br> 4.2 Qualitative Analysis of Student Feedback<br> 4.3 Analysis of Student Interest and Retention of Ecological Concepts<br>5. Discussion<br> 5.1 Comparison of Learning Outcomes with Traditional Teaching Methods<br> 5.2 Implications for Ecology Education<br> 5.3 Limitations and Future Directions<br></p>
Thesis Abstract
<p> This project aims to explore the use of storytelling as a pedagogical tool in teaching ecological concepts to middle school students. Storytelling has been recognized as an effective instructional strategy that engages students and enhances their understanding of complex concepts. However, limited research has focused specifically on the use of storytelling in the context of ecology education. This study will involve designing and implementing ecological stories and assessing their impact on student learning outcomes, interest, and retention of ecological concepts. The findings will contribute to the existing literature on innovative teaching strategies in ecology education and provide insights into the potential benefits of storytelling in promoting ecological literacy among students <br></p>Thesis Overview
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