STORYTELLING AS A MULTIDISCIPLINARY STRATEGY TO PROMOTE CRITICAL THINKING AND STUDENTS´ MEANINGFUL LEARNING

The Science/Technology/Society perspective in promoting scientific literacy in metal recycling becomes fundamental for adopting good behaviours in our society that contribute to the independence of Europe on critical raw materials and, therefore, to the transition to greener technologies and circular economies. In this regard, researchers must develop recycling routes, manufacturers must design for recycling, and our society needs to become aware and educated about recycling and responsible consumerism. Teaching Natural Sciences to pupils from middle school is an opportunity to awaken and strengthen the student's curiosity about the world around them. Through an appealing and dynamic discussion exercise, the student’s learning process can be promoted by motivating them to understand the importance and impact of scientific problems, relating them to social issues and technological innovations in their daily life. The research reveals that storytelling is an enjoyable, meaningful, effective, and creative way to enhance teaching and promote learning. As a powerful education multidisciplinary strategy, storytelling should be promoted in Geoscience teaching, encouraging environmental sustainability behaviours and students' civic education. The created storytelling "Gil broke his mobile phone! Now what?" is a playful-sensorial animation for K7 students whose setting is a Natural Science class. Faced with the challenge “How can I contribute to sustainable development when my cell phone is no longer useful?” the plot appeals to students' awareness of behaviour change towards sustainable development. At the same time, it also addresses the issue of bullying in the school context.