Representations of science within children's trade books

Ford, Danielle J.

doi:10.1002/tea.20095

Cited by 93 publications

(78 citation statements)

References 35 publications

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“…In addition, if students learn that science is found only in written texts, an effective barrier to scientific knowledge and practices exists for students who struggle with reading and writing. Another danger with this approach is that the facts and concepts of science may be represented as dogma carved in stone, and the inquiry processes of science will not be at the fore, either in students' own science experiences, or in their developing views of what scientists do (Ford, 2006). However, inquiry-based science teaching could be used as a vehicle for supporting students in learning that nonfiction texts are vitally important tools for the dissemination of ideas over time and among and across communities.…”

Section: Implications For Linking Literacy and Inquiry-based Sciencementioning

confidence: 96%

Journeys into inquiry‐based elementary science: Literacy practices, questioning, and empirical study

2008

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ABSTRACT:Teaching literacy in inquiry-based science-teaching settings has recently become a focus of research in science education. Because professional scientists' uses of reading, writing, and speaking are foundational to their work, as well as to nonscientists' comprehension of it , it follows that literacy practices should also be central to science teaching. Science as a vehicle through which to develop literacy skills is an attractive alternative that some teachers choose in order to include science in their curriculum. In this paper, we present descriptions of three elementary teachers' efforts to teach literacy practices through science. Our descriptions, through which we illustrate a range of ways in which teachers link science and literacy instruction, are grounded in these teachers' accounts and our observations of their teaching. We end with a comparison of these teachers' approaches, and draw from this analysis considerations for implementing literacy instruction in elementary science education.

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Section: Implications For Linking Literacy and Inquiry-based Sciencementioning

confidence: 96%

Journeys into inquiry‐based elementary science: Literacy practices, questioning, and empirical study

2008

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“…Students' views of scientists and their work have been the subject of various studies for a number of decades (Barman, 1999;Chambers, 1983;Finson, 2002;Ford, 2006;Huber & Burton, 1995;Mead & Metraux, 1957;Rawson & McCool, 2014;Ruiz-Mallén & Escalas, 2012). One seminal study was that of Chambers (1983), who first used the 'Draw-A-Scientist' Test (DAST) to determine young students' views of scientists and their work and to establish at what stage of children's lives these views develop.…”

Section: Students' Views Of Scientists and Their Workmentioning

confidence: 99%

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Woods-Townsend

Christodoulou

Rietdijk

et al. 2015

International Journal of Science Education, Part B

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Students have been reported to have stereotypical views of scientists as middle-aged white men in lab coats. We argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions. For that reason, 20 scientists from 8 professional areas were asked to share their experiences of becoming and being a scientist, in short sessions with groups of 7 -8 students. The student sample consisted of 223 students between 13 and 15 years. Student and scientist questionnaires were used before and after the sessions to assess students' views of scientists and their work, and scientists' experiences of interacting with students. The pre-session questionnaires revealed that students considered scientists as 'boring' and 'nerdy' whereas after the sessions students focused extensively on how 'normal' the scientists appeared to be. The faceto-face interactions with scientists allowed students to view scientists as approachable and normal people, and to begin to understand the range of scientific areas and careers that exist. Scientists viewed the scientist-student interactions as a vehicle for science communication. Implications discussed include the need for future training courses to focus on developing science communicators' questioning and interaction skills for effective interactions with students.

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“…À cet égard, il est particulièrement efficace de choisir des albums documentaires qui enrichissent les thèmes abordés en classe. En effet, établir des liens entre le contenu des albums présentés et les expériences que vivent les enfants en classe ou à l'extérieur de l'école rend les textes lus plus signifiants (Ford, 2006). Cela fournit d'ailleurs une occasion idéale de mettre à la disposition des enfants plusieurs albums traitant du même thème (voir tableau 4).…”

Section: Les Bénéfices Au Plan Du Développement Langagierunclassified

L’album documentaire, un incontournable pour favoriser l’entrée dans l’écrit

Boudreau

Beaudoin

2018

rechercheslmm

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Tous droits réservés © Revue de recherches en littératie médiatique multimodale, 2015Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. AbstractThe use of nonfiction books provides children with a diverse range of themes likely not only to join their different needs and interests, but also to meet a variety of teachers' educational aims (Guérette, Roberge, Bader and Carrier, 2007;Prévost and Morin, 2011).These books are important resources to stimulate language skills' development underlying the reading, writing and oral communication learning process, in addition to their inherent appeal to children. Indeed, interactive reading of nonfiction books could contribute, among others, to the acquisition of a more abstract vocabulary, world-knowledge enrichment, and a discovery of knowledge on literacy (Giasson, 2011). Children will also construct their understanding of the text by using the images provided. Images provide a visual medium which readers then use to make sense of the information within the book. This article offers a didactic reflection and attempts to: 1) define different types of nonfiction books that may be used with emerging and beginning readers; 2) present the potential of this book genre with this clientele; 3) present different ways to enliven interactive reading of nonfiction books with preschoolers and early elementary students.

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Representations of science within children's trade books

Cited by 93 publications

References 35 publications

Journeys into inquiry‐based elementary science: Literacy practices, questioning, and empirical study

Journeys into inquiry‐based elementary science: Literacy practices, questioning, and empirical study

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

L’album documentaire, un incontournable pour favoriser l’entrée dans l’écrit

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