Knowledge is composed of stories — primarily the stories we experience, and much less the stories we are told. We have difficulty remembering what others tell us, but schools are designed to teach by telling. Story Centered Curricula place learners in stories that mirror the real life world of working professionals, enabling them to learn through experience, and to remember the stories they have lived.
2021. Learning through video games: The impacts of competition and cooperation. E-Learning and Digital Media 18:1 ► pp. 1 ff.
Liu, Chunhong & Ming-Yu Tseng
2021. Paradigmatic variation in hedging and boosting: A comparative study of discussions in narrative inquiry and grounded theory research. English for Specific Purposes 61 ► pp. 1 ff.
Weststrate, Nic M.
2019. “Hate Begets Hate; Violence Begets Violence”: A Wisdom-Based Analysis of Contemporary Social Activism. In Applying Wisdom to Contemporary World Problems, ► pp. 143 ff.
Halsall, Tanya & Tanya Forneris
2018. Evaluation of a leadership program for First Nations, Métis, and Inuit Youth: Stories of positive youth development and community engagement. Applied Developmental Science 22:2 ► pp. 125 ff.
Slota, Stephen T. & Michael F. Young
2017. Stories, Games, and Learning through Play. In Handbook of Research on Serious Games for Educational Applications [Advances in Game-Based Learning, ], ► pp. 294 ff.
Young, Michael F., Stephen T. Slota, Roger Travis & Beomkyu Choi
2015. Game Narrative, Interactive Fiction, and Storytelling. In Video Games and Creativity, ► pp. 199 ff.
Rifà‐Valls, Montserrat
2011. Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre‐Service Teacher Education. International Journal of Art & Design Education 30:2 ► pp. 293 ff.
Endo, Hidehiro, Paul Chamness Reece-Miller & Nicholas Santavicca
2010. Surviving in the trenches: A narrative inquiry into queer teachers’ experiences and identity. Teaching and Teacher Education 26:4 ► pp. 1023 ff.
Reis, Giuliano
2010. Making Science Relevant: Conceptual Change and the Politics of Science Education. In Re/Structuring Science Education [Cultural Studies of Science Education, 2], ► pp. 233 ff.
Reis, Giuliano & Nicholas Ng-A-Fook
2010. TEK talk: so what? Language and the decolonization of narrative gatekeepers of science education curriculum. Cultural Studies of Science Education 5:4 ► pp. 1009 ff.
This list is based on CrossRef data as of 21 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.