The Value of Trade Books in Secondary Science and Mathematics Instruction: A Rationale

Abstract

A rationale for the inclusion of trade books (i.e., fiction, nonfiction, biographies, autobiographies, reports of discoveries, poetry, science fiction) is offered to secondary science and mathematics instructors. The benefits of trade books include context for problem posing and solving while promoting constructivist‐based instruction. Trade books provide students with vicarious experiences of the science and mathematics process, as they afford young people introductions to people and ideas which they may not know otherwise. Trade books promote positive attitudes toward science and mathematics instruction because they present a distinctive point of view and celebrate diversity of achievement. Trade books contain the ingredients necessary for emotional growth: romance, wonder and awe. In addition, trade books foster students' literacy development, since students are likely to conduct personalized inquiry, monitor their thinking and spend more time actively engaged in reading due to the variety and appeal of trade books. Importantly, teacher and student responses show reflection and ownership when trade books are used during instruction. Examples of books and quotes are included.

The Contribution of Trade Books to Early Science Literacy: In and Out of School

“…A trade book is a literary work intended for sale to the general public and does not include educational or scholarly books. Trade books are seen as more advantageous than textbooks in that they often include more relevant and interesting scientific information, come in variety of genres, and have inviting, colorful, and familiar formats (Daisey 1994;Fisher 1980;Madrazo 1997;Rice et al 2001). The writing styles often contain familiar language, a friendly tone, and storylines that place science concepts in a familiar context to allow for greater understanding and maintain students' interest (Butzow and Butzow 2000).…”

The Promise of Secondary Content Area Literacy Field Experiences

“…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).…”

“…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.)…”

Promoting Equity in Secondary Science and Mathematics Classrooms With Biography Projects

“…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).…”

“…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.…”