Teachers’ Choices: Are they the Right Books for Science Instruction?

Abstract

In the 21st century, amidst the widespread adoption of the Next Generation Science Standards, many elementary teachers find it challenging to consistently incorporate science instruction. Although the research literature indicates that using science‐based content in the literacy block has the potential to improve student achievement in both areas, the process of identifying high‐quality picture books can be challenging. Thus, the authors analyzed the annual Teachers’ Choices lists from 2000‐2019, identifying 134 science‐based books to determine their potential for integration with literacy instruction. Findings suggest the majority are engaging and provide accurate science content pertaining primarily to life science. Narrative and non‐narrative information texts dominate the selections, and science‐based biographies appear for the first time. Overall, the analysis indicates that the Teachers’ Choices books can be used as a resource for identifying high‐quality, science‐based picture books useful for introducing challenging science content in elementary classrooms.

Art-based Curriculum to Cultivate Students’ Competency in Secondary Vocational School in China: The Mediating Role of Cross-disciplinary Connections

“…The curriculum is made more interesting and relevant for students by incorporating a variety of courses and practical applications. According to Broemmel et al, (2021), links throughout unique instructional fields allow students practice their understanding and skills in new conditions, which improves their instructional success. Additionally, publicity to multidisciplinary gaining knowledge of opportunities improves students' cognitive abilities, consisting of problem-fixing, analytical reasoning, and important questioning.…”

El aprendizaje con cuentos y manuales en la infancia

“…Mientras que es usual que se utilicen libros de cuentos para la enseñanza, es menos frecuente el empleo de otro tipo de libros, como los manuales (Duke, 2000;Yopp y Yopp, 2012), aunque los libros expositivos han tomado mayor protagonismo en algunas aulas en los últimos años y los niños/as han mostrado una buena aceptación ante este tipo de materiales (Broemmel et al, 2021;Hartsfield, 2021;Silva y Jéldrez, 2021).…”

“…En el ámbito de las aulas del preescolar, intervenciones recientes señalan que los niños aprenden y disfrutan con este tipo de materiales (Bingham et al, 2018;Chlapana, 2016). También se han reportado ventajas al utilizar libros informativos en los hogares y en el aula, ya que favorecen la adquisición de conceptos y vocabulario científico, lo que se traduciría en beneficios para el aprendizaje en la escuela y una mejora en la comprensión lectora (Bergman et al, 2019;Broemmel et al, 2021;Cervetti y Wright, 2020).…”

Factors affecting the efficacy of short stories as science communication tools

“…Although not explicitly listed as quality criteria, other studies have focused on the importance of the plot goal and crafting of the central information, along with the sufficiently detailed and engaging characters [Haven, 2007]. Specifically in relation to science stories, Broemmel, Rearden and Buckner [2021] argue that the accuracy of scientific information should be considered. This proved contentious in the study conducted by Fähnrich et al [2023]; accuracy was considered an important quality criteria but one which might be mitigated depending on the intentions of communication, with some arguing that achieving the desired effect might be most important.…”