Storytelling en estudiantes de educación básica. Revisión sistemática
Abstract
El storytelling ha emergido en los últimos años como una estrategia didáctica innovadora en el ámbito educativo, especialmente en la educación básica, donde su implementación ha demostrado favorecer el aprendizaje significativo y el desarrollo integral de los estudiantes. El objetivo es conocer el nivel del storytelling en estudiantes de educación básica. A través de una revisión sistemática bajo directrices de la declaración PRISMA 2020. La búsqueda se realizó en las bases de datos Scopus, Scielo y Web of Science considerando publicaciones entre 2020 y 2024, incluyendo 20 estudios para la revisión. Los resultados revelan patrones y tendencias significativas en la aplicación del storytelling en la educación básica, destacando su impacto en diversas dimensiones del aprendizaje. Las conclusiones señalan que el storytelling se presenta como una estrategia educativa que potencia la reflexión, la motivación y la creatividad en estudiantes de educación básica, sin embargo, se deben considerar variables contextuales y metodológicas que influyen en su efectividad.
Storytelling has emerged in recent years as an innovative teaching strategy in education, especially in elementary education, where its implementation has been shown to promote meaningful learning and the comprehensive development of students. The objective is to understand the level of storytelling among elementary school students through a systematic review under the guidelines of the PRISMA 2020 declaration. The search was conducted in the Scopus, Scielo, and Web of Science databases, considering publications from 2020 to 2024, including 20 studies for the review. The results reveal significant patterns and trends in the application of storytelling in elementary education, highlighting its impact on various dimensions of learning. The conclusions indicate that storytelling is presented as an educational strategy that enhances reflection, motivation, and creativity in elementary school students; however, contextual and methodological variables that influence its effectiveness must be considered.
Storytelling has emerged in recent years as an innovative teaching strategy in education, especially in elementary education, where its implementation has been shown to promote meaningful learning and the comprehensive development of students. The objective is to understand the level of storytelling among elementary school students through a systematic review under the guidelines of the PRISMA 2020 declaration. The search was conducted in the Scopus, Scielo, and Web of Science databases, considering publications from 2020 to 2024, including 20 studies for the review. The results reveal significant patterns and trends in the application of storytelling in elementary education, highlighting its impact on various dimensions of learning. The conclusions indicate that storytelling is presented as an educational strategy that enhances reflection, motivation, and creativity in elementary school students; however, contextual and methodological variables that influence its effectiveness must be considered.
Description
Vol. 5, No. 12