Exploring Effective Storytelling Modalities among Teenagers in Learning Science: A Systematic Literature Review

Authors

  • Miza Syahirah Binti Mohd Faizal Faculty of Education, The National University of Malaysia
  • Kamisah Binti Osman Faculty of Education, The National University of Malaysia

Keywords:

Storytelling, Science Education, Teenage Learners, Scientific Literacy, Narrative Pedagogy

Abstract

This systematic literature review examines how storytelling modalities support science learning among teenagers. 14 studies published between 2021 and 2025 were analysed using PRISMA procedures. Findings show that narrative, visual, digital, performative and inquiry-based storytelling enhance scientific understanding, engagement, critical thinking, communication and science identity. Narrative and visual approaches were most common, while inquiry-guided formats showed strong disciplinary potential. Despite these benefits, research gaps persist in peer-authored storytelling, assessment tools and culturally diverse contexts. This review provides an updated synthesis clarifying effective storytelling practices for science literacy and highlights priorities for future research, including collaborative and cross-cultural storytelling interventions.

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Published

2026-01-26

Issue

Vol. 15 No. 1 (2026): Volume 15, Issue 1 (2026)

Section

Articles

How to Cite

Exploring Effective Storytelling Modalities among Teenagers in Learning Science: A Systematic Literature Review. (2026). International Journal of Academic Research in Progressive Education and Development, 15(1), 691-705. https://ijarped.com/index.php/journal/article/view/4149