Can reflective storytelling be a significant educational pedagogy in Key Stage 2?

Abstract

This research questioned whether reflective storytelling (RST) could enhance teaching and learning of religious education in Key Stage 2. The study focussed on three aspects of children's learning by comparing RST to the same story read from a book. Interviews, observations and questionnaires were conducted with a quota sample from a year five class in a community primary school. On the basis of evidence, RST had a significant impact on pupil engagement and learning.

Keywords:

• reflective storytelling
• religious education
• engagement in learning meaningful and memorable learning
• enjoyment in learning