Reacción de los estudiantes a la estrategia de narración de cuentos sobre la importancia de cuidarse a sí mismos y a su ambiente

Abstract

The present study is focused on the student's reaction to storytelling about the importance of taking care of themselves and their environment. The participants of the current study were sixth-grade students who were randomly selected for the pedagogical intervention. I analyzed the students’ reactions to ten storytelling sessions portrayed in a reaction box in each workguide. The data collection procedure was implemented through observation and student artifacts. There were four aspects analyzed: students' reactions, language preference, participants' cognitive process, and reading response. Participants' reactions showed that they felt most confident with the drawings or visual representations of the story, the language preference by the students was English over Spanish. The most common cognitive process presented in their reaction was remembering according to the Bloom Taxonomy (1956) and according to Rosenblatt Reading Response theory (1978), students privileged an efferent response towards the storytelling. Furthermore, it was evidenced that students added a few words and short sentences to their drawings in the reaction box.