The effects of a story-telling approach on sixth-grade pupils' values, attitudes and motivation with regard to studies of the human nervous system

Abstract

The current study investigates the effects of instruction with the storytelling approach on sixth-graders’ values, attitudes and motivation in relation to the study of the human nervous system. The instruction consisted of a series of lessons on the human nervous system in which nine stories were included. The study employed a one-group pre-test and post-test design. Twenty-four pupils, all of whom were girls, participated in the study. The Dilemma Cases Form (Inventory), an attitude scale towards science, and a motivation scale for science were administered before and after the intervention. Pre and post-tests were compared using the non-parametric Wilcoxson’s Rank Sum Tests. The results indicated that sixth-graders who were exposed to story-telling as part of the instruction improved their scores on the values and attitudes toward science scales but not those for motivation. Based on the results, it is argued that the story-telling approach in the unit on the human nervous system could be a good source of enrichment for sixth graders in science education.