Leveraging Digital Storytelling for Critical Thinking: a Knowledge Forensics Approach

ID: 52740 Type: Brief Paper
  1. Victor Chen Der-Thanq and Jing Wu, National Institute of Education, Nanyang Technological University, Singapore, Singapore

Tuesday, June 26 3:30-3:50 PM Location: Oost View on map

Presider: Anne-Marie Armstrong, Freelance Instructional Designer, United States

Abstract: This study examines the challenges of promoting critical thinking in the context of Singapore Character and Citizenship Education (CCE). It explores practices of digital storytelling in literature and proposes a knowledge forensics digital storytelling approach (KFDS) to leverage digital storytelling for critical thinking. The study adopts a design-based research approach. It follows the model by McKenney and Reeves (2014) and suggests a four-cycle study to systematically examine the approach in two Singapore Primary 5 CCE classrooms. Specifically, the study aims to address two research questions: RQ1. How can KFDS be designed in the CCE context? and RQ2. How KFDS may bring about learning outcomes in terms of the three big ideas (i.e., identity, relationships, and choices) in the CCE curriculum? A range of data will be collected to answer the research questions. Thematic analysis (Charmaz, 2014) will be used to analyse the collected data. The analysis will lead to frameworks of categories to answer research questions on the design of the KFDS approach (RQ1) and its outcomes (RQ2). Yields of the study will be a list of refined design principles of KFDS approach and theorisation on how the approach may lead to the outcomes of the study. This study hopes to advance the theoretical understanding of critical thinking in school practice and shed lights on design deliberations of promoting critical thinking in CCE context.

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