Frayer Model: Graphic Organisers for Developing Conceptual Understanding, Critical Thinking and Active Citizenship in Greek Primary Education

Abstract

This study investigates the role of the Frayer Model in fostering conceptual understanding, critical thinking, and active citizenship in Greek primary education. Drawing on thematic analysis of data collected from the implementation of ten interdisciplinary teaching scenarios in real classroom settings, the findings highlight the potential of the Frayer Model as a tool for multimodal and inclusive instruction. Results indicate that the use of the Frayer Model enhances organised processing and comparative analysis of concepts, promotes the development of metacognitive skills, strengthens collaborative learning, and facilitates the connection between school knowledge and authentic social contexts.

Furthermore, the study aligns with the spirit of the Revised National Curriculum (Government Gazette B’ 6048/01.11.2024), which emphasises the cultivation of active citizenship and socially oriented knowledge in primary education. The article proposes specific directions for the pedagogical use of the Frayer Model as an instrument of transformative and formative assessment, and is aligned with assessment-as-learning approaches, contributing to the development of participatory, critically minded, and socially aware young citizens.