ArticleBehavioral sciences (Basel, Switzerland)2025
Exploring Elementary Students' Social-Emotional Development Through Dialogic Pedagogy: Insights from Cinematic Narratives.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Scholars of social and emotional learning (SEL) emphasize conversation as a valuable pedagogical strategy; however, they often provide limited guidance on how such discussions can be effectively implemented in classroom practice. This study explores the potential of film-based dialogic pedagogy as a means to foster students' social and emotional learning by engaging them in reflective dialogues and collective meaning-making. The participants were primary school students from Northern Cyprus. Adopting a qualitative case study design, the research observed students' emotional and behavioural responses during and after a film screening. Multiple data sources-focus group discussions, individual interviews, unstructured classroom observations, and written reflections-were analysed to gain a comprehensive understanding of students' experiences. Findings illustrate how dialogic engagement through film stimulated emotional awareness and social sensitivity, particularly toward issues of bullying. The study indicates that film-based dialogic pedagogy can enrich students' emotional and cognitive engagement with social issues, promote critical reflection on diverse perspectives, and cultivate a sense of community grounded in respect, empathy, and reciprocal participation.
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