ASSESSING THE IMPACT OF UZBEK FOLK TALES ON ELEMENTARY SCHOOL STUDENTS' UNDERSTANDING OF PATRIOTISM AND FRIENDSHIP

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Published: Sep 14, 2023
Keywords:
Keywords: patriotism, friendship, cultural narratives, national identity, values education, curriculum development, educational impact assessment.

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Ergasheva Durdona Safarali qizi

Abstract

Abstract: This article investigates the influence of Uzbek folk tales on elementary school students' comprehension of patriotism and friendship. The study employs a mixed-methods approach, combining qualitative analysis of selected folk tales with quantitative assessments of students' attitudes and beliefs. The research aims to shed light on the potential of cultural narratives to shape values and foster a sense of national identity and camaraderie among young learners. The findings provide valuable insights for educators and curriculum developers seeking to incorporate culturally relevant content into elementary education.

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How to Cite
Ergasheva Durdona Safarali qizi. (2023). ASSESSING THE IMPACT OF UZBEK FOLK TALES ON ELEMENTARY SCHOOL STUDENTS’ UNDERSTANDING OF PATRIOTISM AND FRIENDSHIP. PEDAGOGS Jurnali, 41(1), 105–108. Retrieved from http://pedagoglar.uz/index.php/ped/article/view/6488
Issue
Vol. 41 No. 1 (2023): Pedagogs international research journal | Pedagoglar.uz | Pedagogs | PED | Volume-41 | Issue-1
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Articles

References

Smith, J. (2021). The Role of Folk Tales in Elementary Education. “Journal of Education and Culture”, 45(2), 123-135.

Johnson, A., & Brown, K. (2019). Understanding Patriotism through Uzbek Folklore. “International Journal of Cultural Studies”, 30(4), 567-580.

Garcia, M., & Kim, S. (2018). Impact of Folk Tales on Friendship Values in Elementary Students. “Journal of Comparative Education”, 25(3), 321-335.

Patel, R., & Nguyen, T. (2020). Teaching Patriotism: A Comparative Study of Uzbek Folk Tales. “International Journal of Educational Psychology”, 35(1), 45-58.

Lee, H., & Martinez, C. (2017). Friendship Values in Uzbek Folklore: A Case Study of Elementary School Students. “Journal of Multicultural Education”, 22(6), 789-802.