Proceedings of The 3rd International Conference on Advanced Research in Education
Drama Education Through Storytelling Strategy Develops Students’ Critical Thinking Skills
Aikaterini Dima, Elena Kaiafaand Asterios Tsiaras
The present study focuses on an innovative intervention programme based on drama education and its tools including storytelling, aiming at the cultivation of critical thinking skills of primary school students in a playful and enjoyable mode. Educating students to think critically is paramount both for the students themselves and society at large. Students being the citizens of tomorrow should be free from any prejudice and potential misinformation and develop a critical view of things. At the same time, the experience of drama education has taught us that it can affect children’s judgment as well as the way they perceive the world surrounding them. The study has been carried out during the period of 2020-21 and has been based on the methodology of experimental research with pre-test and post-test evaluation, in order to identify the contribution of drama education in the development of primary school students’ five critical thinking skills. The selection of primary schools in Greece was completed by random sampling and included 400 students aged 8-10 years. During the research period, 12 innovative interventions were implemented based on the narration and dramatization of fairy tales and stories. The multimodal approach with respect to the selection of research tools was applied and the research was completed by triangulating the quantitative and qualitative data collected. The results of the research provided evidence according to which an intervention programme based on drama education and its tools can develop the critical thinking skills of primary school students.
Keywords: Critical thinking skills, Drama education, Experimental research Innovative intervention programme, Storytelling.