The use of trade books in science instruction, particularly in the elementary and middle school grades, invites scrutiny into the ways in which trade books represent science and its practitioners to learners. Forty‐four trade books were examined for their explicit and implicit representations of science. The majority of the sample was comprised of informational texts, followed by experiment books and artistic books. Scientific knowledge was generally represented as facts, with limited connections to the producers of those facts. Scientists and their practice were represented as experiment or observation, in descriptions that blurred the distinctions between levels of participation in science, and emphasized empirical data collection over analysis or theory development. Artistic books focused on nature encouraged an aesthetic approach to nature, primarily through creative observation. These books are not likely to convey a sophisticated image of the nature of science to young children without contextualization by teachers and other knowledgeable adults. However, they have potential as tools within inquiry contexts, if used in a manner authentic to goals for scientific literacy. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 214–235, 2006

ABSTRACT:The understandings of properties that children develop in the context of rock and mineral identification point to the challenges of observing in a manner authentic to the discipline of geology. The notebook entries of 34 third graders written during the enactment of a commercial unit on earth materials were investigated for their descriptions of rocks and minerals, and the extent to which these reflect understandings of properties in both generic and discipline-specific senses. While children were successful in observing minute details of rock and mineral samples, there were few opportunities within the curriculum for students to differentiate between geologically relevant and irrelevant properties, and there were no connections drawn between deeper geological concepts and these observations. In addition, the demands placed on young learners to write their observations in the form of descriptions raise issues of supporting students in their learning of authentic scientific writing. There are challenges faced in representing geological observation authentically, and moving children beyond simple description activities into more complex explanations. Suggestions for improvements that attend to issues of the discipline as well as the elementary context are provided.C 2005 Wiley Periodicals, Inc. Sci Ed 89: 276 -295, 2005

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The goal of this study is to analyze the images of science and scientists in science biographies written for children. We examined 12 biographies of historic and contemporary scientists written for primary/middle school children in relation to three dimensions: characteristics of scientists, nature and process of scientific knowledge, and social processes of science. Biographies of historic scientists were characterized by a relative absence of description of how scientists arrived at their knowledge especially in books addressing younger readers. Biographies of contemporary scientists showed richer descriptions of experimental science with limited attention to connections between evidence and theory. Findings reinforce the need for teachers to guide students in their critical reading of biographies and provide additional resources to help them construct a richer understanding of the nature of science.

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