The Use of Trade Books in Secondary Science and Mathematics Instruction: Classroom Strategies

Daisey, Peggy

doi:10.1111/j.1949-8594.1994.tb15650.x

Cited by 5 publications

(6 citation statements)

References 3 publications

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“…The use of children's literature in science instruction has been strongly advocated by science and literacy educators (Saul and Jagusch 1991;Nordstrom 1992;Daisey 1994;Madrazo 1997). In many cases, this is a result of the general disappointment in textbooks (Newport 1990;Armbruster 1992), which contain numerous misconceptions and errors (Abimbola and Baba 1996), oversimplifications (Lloyd and Mitchell 1989), poorly designed activities (Anderson et al 1994), gender bias (Walford 1981;Bazler and Simonis 1991), propagation of heroic scientist myths (Milne 1998;Allchin 2003), and superficial treatment of too many topics (Roseman et al 1997).…”

Section: Introductionmentioning

confidence: 98%

How Are Scientists Portrayed in Children’s Science Biographies?

Dagher

Ford

2005

Sci Educ

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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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Section: Introductionmentioning

confidence: 98%

How Are Scientists Portrayed in Children’s Science Biographies?

Dagher

Ford

2005

Sci Educ

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“…Instructional use of tradebooks promotes construction of knowledge, vicarious experiences, positive attitudes, and higher levels of literacy (Daisey, 1994a(Daisey, , 1994b. This is because literacy is enhanced when instruction is empowering, useful, accessible, relevant, whole and interesting to a student (Goodman, 1986).…”

Section: Why Tradebooks?mentioning

confidence: 98%

“…During the course, preservice teachers were required to present a 3-minute tradebook project at the beginning of the class session to their classmates (see Daisey, 1993Daisey, , 1994aDaisey, , 1994b. (Typically there were one or two presentations per class period.)…”

Section: Downloaded By [York University Libraries] At 23:31 18 Novembmentioning

confidence: 99%

The Promise of Secondary Content Area Literacy Field Experiences

Daisey

2012

Literacy Research and Instruction

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Secondary preservice teachers (N = 67) in a required content area literacy course and 30-hour field experience presented tradebooks, biographies, as well as pre, during, and after reading lessons based on topics in their content area to middle and high school students. At the end of the semester, they were asked to complete an anonymous survey. Results revealed that before the semester, preservice teachers were unlikely to make these presentations in their future instruction. Preservice teachers underestimated the enthusiasm of the students and their cooperating teachers for all three of these presentations. There were positive correlations between preservice teachers' rating of the students' and cooperating teachers' enthusiasm and the likelihood that they would repeat these presentations in their future instruction.

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“…Another student complained that “some people used children's books, and I think that for cognitive exercises, secondary students should use books at their level. Make sure everybody uses a book that is of secondary school age.” Perhaps, yet besides the need for material on a wide range of reading levels in typical classrooms, children's books offer much for all ages including photographs, drawings, creativity, and explanations (Daisey, 1993, 1994a, 1994b).…”

Section: Student Commentsmentioning

confidence: 99%

“…Make sure everybody uses a book that is of secondary school age." Perhaps, yet besides the need for material on a wide range of reading levels in typical classrooms, children's books offer much for all ages including photographs, drawings, creativity, and explanations (Daisey, 1993(Daisey, ,1994a(Daisey, , 1994b.…”

Section: Student Commentsmentioning

confidence: 99%

Promoting Equity in Secondary Science and Mathematics Classrooms With Biography Projects

Daisey

1997

School Sci & Mathematics

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Teachers have been called upon to give their students the opportunity to consider the perspectives of diverse individuals across the science and mathematics curriculum. This is because inclusion enhances motivation and achievement. Biographies provide context for construction of knowledge, vicarious experiences, positive attitudes toward instruction, and literacy enhancement. The purpose of this paper is to provide a rationale for including biography projects representing diverse contributors to science and mathematics, describe a biography project assignment used in a methods course for secondary teacher preparation, provide preservice teachers' comments about the assignment, and make connections to current research about equitable instruction.

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The Use of Trade Books in Secondary Science and Mathematics Instruction: Classroom Strategies

Cited by 5 publications

References 3 publications

How Are Scientists Portrayed in Children’s Science Biographies?

How Are Scientists Portrayed in Children’s Science Biographies?

The Promise of Secondary Content Area Literacy Field Experiences

Promoting Equity in Secondary Science and Mathematics Classrooms With Biography Projects

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