Using Mini-stories as Teaching Techniques: A Qualitative Study

Abstract

Background: Mini stories are short, fictional narratives illustrating a particular concept or idea. This study aims to explore the effectiveness of mini-stories as a teaching technique based on teachers' experiences who have used this approach in their classrooms. Methods: A qualitative research approach was used to gather data from teachers using mini-stories as a teaching technique. A total of 8 professors from different scientific fields were selected for this study. Each participant was interviewed individually, and the interviews were recorded and transcribed for analysis. The data were analyzed using a thematic analysis approach. Results: Student-centered and teacher-centered are two categories extracted with ten sub-categories extracted, including relevance to the lesson, attractiveness, brevity, informality, creativity, reflection, problem-solving, age appropriateness, effectiveness, and reflection. Conclusions: The study's findings reveal a two-fold teaching approach, encompassing teacher-centered and student-centered modes. Mini-stories represent a valuable teaching technique, captivate students, elucidate complex concepts, and stimulate critical thinking.