Story Mapping Research Articles

A Case Study of Story Mapping, Neighborhood Change, and Community Assets of Ballpark, Salt Lake City

A Case Study of Story Mapping, Neighborhood Change, and Community Assets of Ballpark, Salt Lake City

Teaching Reading Comprehension: A Pre-experimental Research of Story Mapping Strategy

This research was aimed to prove that it was significantly effective to teach reading comprehension by using story mapping strategy of narrative text to the tenth grade students of MAN 2 Lubuklinggau. This research used a pre-experimental design with one group pre-test and post-test. The population of this research was the tenth grade students of MAN 2 Lubuklinggau that consisted of 288 students. The sampling technique used was cluster random sampling with the method of paper roll and the sample selected was X 2 class consisted 35 students. The data for this research was collected by using a multiple choice test. The result of this research proved there was significant difference between the mean score in the pre-test and post-test. The students mean score in the pre-test was 68.45 and in the post test was 77.25. The t-obtained was 5.86, it was higher than 1.699 as the critical value in t-table. Finally, the researcher found that Teaching Reading Comprehension by using Story Mapping Strategy to the Tenth Grade Students at MAN 2 Lubuklinggau was effective. Therefore, it was clearly stated that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected.

Virtual Reality-Based Training in Additive Manufacturing: Developing a Service Concept that Adapts to Company-Specific Requirements

Additive manufacturing (AM), commonly known as 3D printing, has vast amount of technological opportunities, but it also necessitates specialized expertise among its specialists, adopters, users etc. As AM continues to demonstrate its potential and has high growth rates in fields of its use, applications, systems etc., the importance of AM education and training becomes increasingly evident. This paper serves as a preliminary study outlining a novel training concept for industrial AM training including microlearning units and conducted in virtual reality, focusing on the accessibility and flexibility of users. The concept has been developed as part of the ongoing industrial training project. Microlearning and virtual tool-assisted training methods offer effective and agile approaches to enhance the continuous learning of new industrial skills, enabling companies to keep pace with evolving technologies. These tools facilitate extensive customization of training, making company-specific training even more crucial for effective skill development and knowledge transfer. The design of this training concept leverages the user story mapping (USM) method, enabling a deeper understanding of company-specific requirements and needs concerning additive manufacturing training. Moreover, through questionnaires and interviews conducted during the USM process helps identify technology readiness levels (TRLs) of companies in relation to their AM adoption. Measuring TRLs provides valuable insights into the technical maturity of companies regarding additive manufacturing, as readiness levels tend to vary significantly among different organizations. The preliminary framework provided serves as a foundation for designing a modern training concept that cater to the unique requirements of different companies, fostering their successful adoption of AM technologies.

The Effect of Story Maps Strategy on Iraqi EFL Preparatory School Students Creative Thinking

Story Mapping is a procedure which trains students to recognize the basic framework of narrative story in order to enhance their comprehension. The present study aims at finding out the effect of Story Maps Strategy in teaching EFL to preparatory school students and explaining the benefits of using it in the educational process ,This study also aims at: 1- analyze the significant different between the students who are taught using story maps strategy and without using story maps strategy at the fifth class preparatory school students in post test 2-finding out the effect of using the story maps strategy on EFL preparatory school students achievement. 3-Finding out the effect of story maps strategy on Students at four components of creative thinking skill. A sample of (65) students has been randomly selected from the Iraqi EFL fifth preparatory school students from Al-dour preparatory School for girls , in Al-dour, Salah Al-Deen, during the academic year (2021–2022). It represents (76.92%) per cent of its original population and they are divided into two equal groups, i.e., ( experimental and control) . Both groups have been equalized in their age, the parents’ educational achievement, and their degrees in English language subjects in the previous grade of the academic year (2020-2021).The test consists of six questions with its branches that have been developed and tested, its reliability achieved, and extended to the two sample classes. Results show that Story Maps Strategy is more effective than using the conventional method for organizing, clarifying, or simplifying complex information. Based on the results and obtained conclusions in this work, suitable recommendations and suggestions for further studies are put forward.

Integrating ArcGIS Online and digital story mapping for active learning in systematic geography courses

ABSTRACT Amid the shift to virtual teaching and learning during the COVID-19 pandemic, educators across disciplines were faced with developing new teaching strategies for active learning and significant learning experiences. This paper discusses findings from a case study of integrating ArcGIS Online and StoryMaps for assignments and semester projects in systematic geography courses – health, population, and urban geography. The study assesses the process of incorporating the use of this technology into these upper-division undergraduate courses, with a mix of both geography and non-geography majors, and student perspectives on their learning of and engagement with this technology. With broader applications to different course, discipline, and education contexts, findings suggest increased student engagement, enhanced understanding of course topics and their practical applications, and an appreciation for the opportunity to learn within and work with geospatial technology.

STORY MAPPING TO TEACH READING NARRATIVE TEXT AND IT’S PROBLEM

The purpose of this research is to reveal the process of teaching reading comprehension of narrative texts, and to find out the teacher's problems in applying story mapping techniques in teaching reading comprehension of narrative texts. This study uses qualitative research with a case study method. Data was collected from observation, interviews, and documentation. The participant in this study was an English teacher for class X IPA who taught narrative texts by applying the story mapping technique. The process of teaching and learning reading comprehension is going well, although not optimal. Meanwhile, there are five problems faced by the teacher in teaching reading comprehension, namely the teacher has difficulty if students cannot achieve basic mastery in reading, the teacher has difficulty if students read very slowly the reading text being taught, the teacher has difficulty if students cannot understand and find. conclusions, implications, and main ideas of the reading text, the teacher has difficulties in choosing teaching materials in teaching reading comprehension of narrative texts, and the teacher has problems in designing or modifying questions and exercises to attract students' interest in learning reading comprehension of narrative texts.

The role of teacher agency in using GIS to teach sustainability: an evaluation of a lower secondary school story mapping GIS initiative in Ireland

This paper investigates the role of teacher agency for those who were trained in using an innovative Geographic Information Systems (GIS) approach and incorporated GIS into their teaching. While national curricula increasingly emphasise STEM and sustainability approaches, there has been limited analysis of how teachers can bring new software, including GIS, and new approaches into the classroom. Through an evaluation of a teaching initiative “5*S: Space, Surveyors and Students – STEM and the Sustainable Development Goals” designed to bring GIS technology, satellite data, and the Sustainable Development Goals (SDGs) into classrooms as activities and resources for teachers and students in Ireland, we examine how teachers can introduce new teaching strategies and platforms into their classrooms. In interviews and a focus group, teachers expressed eagerness for GIS teaching resources for the classroom and identified effective ways they were able to draw on their own teaching philosophy in introducing new concepts around sustainability and STEM education in the classroom. We argue that teacher agency and autonomy play an important role in the ability and development of teachers, departments, and schools to bring new approaches and GIS into the classroom, and we identify key learnings from teachers who were able to utilise the 5*S resources.

Digital story mapping with geomedia in sustainability education

This study examines digital story mapping as a pedagogical tool in the in the context of sustainability education with high school students and pre-service teachers. The study focuses on finding out how participants used geomedia as a source of geographic information and in presenting geographic information on story maps, comparing self- and teacher evaluations of story maps and describing experienced learning opportunities and limitations of story mapping. Research data consists of digital story maps, questionnaires and learning diaries which were analyzed with qualitative and quantitative content analysis supplemented by means of quantitative descriptive statistical figures. The findings revealed that the main criteria for choosing geomedia were reliability, easy access and use and teacher recommendations. High school students assessed their own story maps with higher grades compared to teacher evaluations, while pre-service teachers were more critical in assessing their own outputs. Participants experienced successes and difficulties in digital story mapping. These factors are referred to as educational opportunities, enablers of learning, barriers to learning and suggestions for improvements. Based on the results it can be concluded that story mapping has potential value for teaching and learning geography considering the limitations and needs for improvement in its implementation as identified in this study.

Reimaging Cairo’s garbage collectors: The role of design thinking and story mapping in developing social learning to identify community assets and challenges

ABSTRACT Mapping the challenges and assets of a community for driving development strategies applies to many methods, yet it can be difficult to reflect residents’ collective concerns and interests. This paper reports and critically reflects on an educational exercise of design thinking and story mapping in Cairo’s Zabbaleen community, a hard-to-reach disadvantaged group comprised of exclusively low-income Christian garbage collectors. The article investigates the potentials and challenges of the tools employed to better facilitate the social learning process that is centered on understanding the underlying challenges and assets in disadvantaged communities. It concludes that designers and educators learned that they need to better incorporate community development principles of local self-determination, self-help and community participation into the design process. Students learned that community members cannot be passive recipients of academic concepts. The study demonstrates a need for an integration of professional or technical knowledge with indigenous knowledge and perspectives.

Using Story Mapping Technique To Enhance Senior High Schools' Students Reading Comprehension

Using Story Mapping Technique To Enhance Senior High Schools' Students Reading Comprehension

Implementing Story Mapping In Facilitating Secondary School Students In Reading Narrative Text: An Action Research

Implementing Story Mapping In Facilitating Secondary School Students In Reading Narrative Text: An Action Research

Creating stories for impact: Co‐producing knowledge with young people through story mapping

AbstractThis paper explores co‐production of knowledge for impact with young people through the process of creating digital story maps, drawing on co‐produced research from two projects: with homeless youth in African cities; and with youth refugees in Uganda and Jordan. It examines the process of creating three story maps with the intention of enabling young people to co‐produce knowledge exchange and research impact. Participants were able to engage in the latter stages of research as part of research analysis, outcomes and outputs beyond the temporal and spatial confines of data collection. The story maps were therefore used not only to ‘bring life’ to reports produced for stakeholders and funders, but also to take young people's research stories beyond locally bound contexts to reach a variety of global audiences. The reflections in this paper also highlight that while the approach adopted was not without challenges, in all three story maps a knowledge exchange process was fostered that resulted in young people feeling they had been listened to; were able to contribute to debates that affect their own lives and to instil a desire to create change, influence policy and inform publics about their lives. The paper concludes that story mapping is a useful creative process for extending young people's input into knowledge exchange and longer‐term research impacts.

Story Mapping: An Effective Technique for Improving Students' Writing Ability at Middle School Students

This research aimed to improve the students’ writing skill of narrative text by using Story Mapping Technique. The researcher used Classroom Action Research as the design of collecting data. The subject of the research was held in one class with 34 students’. It consisted of 2 cycle, in collecting data the researcher used observation sheet and writing test. The research finding of the learning activities that were improvement from cycle 1 to cycle 2. The writer had the mean score in cycle 1 was 6.28, in cycle 2 obtained the mean score was 7.74. there were increased by 1.46. The result of writing test in cycle 1 that had the mean score was 57.11 but in cycle 2 the mean score was obtained 79.56, there were increased by 23.45. There were improvement of writing test from cycle 1 to cycle 2. The writer found the result of students’ completeness in cycle 1 was 41.18% and of the cycle 2 was 79,41% which active categorized. Therefore it can be concluded that the implementation of story mapping technique was successful to improve the students’ learning activities and students’ writing skill of narrative text at the class eighth of MTS. Raudhatul Mu’minin Bandar Lampung in Academic Year of 2021/2022.

The Effects of Story Mapping and Hortatory Exposition Techniques on Students’ Compositions

This study is aimed at investigating the following: First, the effects of the story mapping and the hortatory exposition techniques on students’ composition writing; second, EFL students’ attitudes towards writing in English; and lastly, the correlation between such attitudes and students’ writing achievements. The participants were 60 (33 male and 27 female) students from the 4th year of the Department of English, College of Arts, University of Anbar, Iraq, who were divided into a control group and an experimental group. The experiment was conducted during the second semester of the academic year 2020–2021. A pretest, a posttest, a preattitudinal questionnaire, and a postattitudinal questionnaire were used to collect the data. The results revealed that the mean scores of the students in the experimental group were higher than that of the students in the control group, indicating a significant positive effect of the use of the story mapping and the hortatory exposition techniques in teaching writing. Additionally, the results of the postquestionnaire revealed that the students developed positive attitudes towards writing in English, which were negative before the implementation of the experiment. Finally, the results revealed a correlation between students’ attitudes towards writing in English and their achievements such that as the attitudes improve, the achievements increase half as much.

Designing a successful K-12 education program aimed to prevent infectious disease

Abstract Developing collaborative efforts to train K-12 teachers and students as community educators is a strategy that is useful in preventing disease. The current pandemic illuminates the need for a greater focus on immunology and public health in K-12 STEM/STEAM education. The components of a course design and delivery impact success. University of Hawaii, Daniel K. Inouye College of Pharmacy’s Jarvi Lab, in collaboration with non-profits and professional educators, offers a for-credit, Professional Development Education course to Hawaii K-12 teachers using a curriculum focusing on rat lungworm disease, a debilitating and sometimes lethal disease caused by the parasite Angiostrongylus cantonensis. The PDE course is place-based; learning is centered on the local environment and in the community. It is taught online, allowing for statewide participation. The lessons are research-driven and standards-based. Parasite-host interactions, and disease presentation, treatment and prevention are emphasized. Course participants are provided access to peer-reviewed papers, educational videos, and webinars, which can be used in the classroom and support diverse learning styles. Participation in live (on-line) discussions with scientists and researchers help advance teacher understanding of the scientific methodology and study designs. Hands-on activities focus on modeling, data collection and analysis, and communication skills. Citizen Science, Design Thinking, and ArcGIS story mapping are introduced. Lessons encourage student-led inquiry and teamwork. Teachers’ final portfolios reflect the knowledge gained, their reviews of the course are positive, and they report a high level of student interest. Supported by Hawaii State Legislature, Daniel K. Inouye College of Pharmacy

How Story Grammar and Story Mapping Aid the Reading Comprehension Of ESL Students Across Classes

How Story Grammar and Story Mapping Aid the Reading Comprehension Of ESL Students Across Classes

Kıbrıs Türk Çocuk Edebiyatı ve Çağdaş Kadın Yazarlar

The studies of children's literature are among the literary studies which have an important place today. These artifacts, which provide great contributions to the development of children in the mother tongue, the development of creativity, the transfer of cultural values and the development of children in a cognitive-emotional sense, have become one of the important research areas. When examining these studies, it is important to consider not only the studies that satisfy the need for entertainment but also help them to understand the meaning of life at the same time. Many studies of this kind have been given in the world, in Turkish Republic of Northern Cyprus (TRNC) and they continue to be given. This study will examine contemporary women writers and studies in the field of children's literature in TRNC. When we look at the writers of contemporary children's literature, it is striking that most names in this field are female. In the studies of female authors, we usually see the sensitivity of being a woman in society and the woman's motherly role. Tales, lullabies, riddles, short stories, and novels from children's literature works provide great contributions to children both cognitively and emotionally. Women who created such studies often tried to give these in a different dimension with the maternal instinct they carry. Children's literature is a field that has not been adequately studied in the Turkish Cypriot literature. The educational contribution of these texts will be examined with examples and the children's world will be revealed through the eyes of female authors. Thus, the aim of this study is to find contemporary Turkish Cypriot women writers’ writing on children literature according to story mapping method.

Promoting Students’ Critical Speaking Skill through Plus-Minus-Interesting (PMI) Strategies: A Case Study of Indonesian Junior High Schools

Initiated from in-depth observations on the performance of English teachers at junior high school level, this study analysed teachers’ ways of integrating teaching materials and implementing learning strategies that empowered critical thinking frameworks. A case study design was employed to investigate how Plus-Minus-Interesting (PMI) learning strategies in telling daily life stories improved students’ critical speaking skill (CSS) and to identify the constraints faced by the teachers in implementing PMI learning strategies to overcome their teaching problems. Six English teachers from different junior high schools in North Bandung, Indonesia and their students were recruited as subjects of this study. Classroom observation, in-depth interviews and some relevant documents were administered to collect the data. The data were then described, coded, categorised, and analysed to answer the research questions. The results of observations indicate that PMI learning strategies in daily life stories were executed in three stages, including the opening, core, and closing. These stages were performed through several main activities, from brainstorming to playing games, from storytelling to doing a focused-group discussion, and from story mapping to evaluating. In addition, the results of interviews and documents analysis show that this learning model could promote students’ enthusiasm in the learning activities and the students were able to convey ideas by referring to their daily problems exposed in the contents of daily life stories. Keywords: critical speaking; daily life stories; junior high school students; PMI learning strategies; storytelling

Using a human-centred design approach to develop a comprehensive newborn monitoring chart for inpatient care in Kenya

IntroductionJob aids such as observation charts are commonly used to record inpatient nursing observations. For sick newborns, it is important to provide critical information, intervene, and tailor treatment to improve health outcomes, as countries work towards reducing neonatal mortality. However, inpatient vital sign readings are often poorly documented and little attention has been paid to the process of chart design as a method of improving care quality. Poorly designed charts do not meet user needs leading to increased mental effort, duplication, suboptimal documentation and fragmentation. We provide a detailed account of a process of designing a monitoring chart.MethodsWe used a Human-Centred Design (HCD) approach to co-design a newborn monitoring chart between March and May 2019 in three workshops attended by 16–21 participants each (nurses and doctors) drawn from 14 hospitals in Kenya. We used personas, user story mapping during the workshops and observed chart completion to identify challenges with current charts and design requirements. Two new charts were piloted in four hospitals between June 2019 and February 2020 and revised in a cyclical manner.ResultsChallenges were identified regarding the chart design and supply, and how staff used existing charts. Challenges to use included limited staffing, a knowledge deficit among junior staff, poor interprofessional communication, and lack of appropriate and working equipment. We identified a strong preference from participants for one chart to capture vital signs, assessment of the baby, and feed and fluid prescription and monitoring; data that were previously captured on several charts.DiscussionAdopting a Human-Centred Design approach, we designed a new comprehensive newborn monitoring chart that is unlike observation charts in the literature that only focus on vital signs. While the new chart does not address all needs, we believe that once implemented, it can help build a clearer picture of the care given to newborns.ConclusionThe chart was co-designed and piloted with the user and context in mind resulting in a unique monitoring chart that can be adopted in similar settings.

Teaching Reading Comprehension through Story Mapping Technique at Senior High School in North Luwu

AbstractThe purpose of this research was to find out whether the use of story mapping technique is effective or not in improving students’ reading comprehension on the narrative text at Senior High Schools in Luwu Utara. This research applied pre-experimental design. The population of this research was the tenth grade students SMAN 3 Luwu Utara. The samples of this research were 10 students. The sampling technique in this research was purposive sampling. The instrument of this research was reading test of narrative texts. The researcher gave pretest and posttest to the students. SPSS 20 was used to analyze the data. The result of this research showed that the use of story mapping technique in in improving students’ reading comprehension is effective. It proved by the result of the data indicated that there was a significant difference between the pre-test and post-test. The mean score in the pre-test was 47.80 and the mean score in the post-test was 81.40. The value of t0 (ttest) = 8.297, the value of tt (ttable) = 2.262 at the level of significance is 5% (0,05) with degree of freedom (df) = 9. Based on the result namely 8.297> 2,262 or t0 (ttest) was higher than tt (ttable), t0 > tt, it means that the story mapping technique is effective in improving students’ reading comprehension on the narrative text at Senior High School No. 3 in Luwu Utara. Key Words: Reading Comprehension, Narrative Text, Story Mapping Technique.