Narrative skill and identification of values and countervalues in cartoons by Primary Education students
[EN] This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identifi-cation of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socio-econom...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/32533 |
| Acceso en línea: | http://hdl.handle.net/10810/32533 |
| Access Level: | acceso abierto |
| Palabra clave: | narrative skill values countervalues cartoons primary education regression habilidad narrativa valores contravalores dibujos animados educación primaria regresión |
| Sumario: | [EN] This research analyses whether the structure (non-narrative or narrative) that characterizes cartoons affects the narrative skill and identifi-cation of values and countervalues, as opposed to personal (age, school year, gender and attention level) or contextual (school network and socio-economic and cultural index of the school) factors of Primary Education students. 186 students participated in it, who have reported on the episode watched. The study has a quasi-experimental design with blended meth-odology (quantitative and qualitative). The results obtained through regres-sion analysis confirm that the structure has a greater effect than the rest of the factors. We conclude that it is advisable to consider the structure of audio-visual content, not just the potential values or countervalues, both in future research and in designing and implementing interventions in formal and informal settings. |
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