Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years

Saçkes, Mesut; Trundle, Kathy Cabe; Flevares, Lucia M.

doi:10.1007/s10643-009-0304-5

Cited by 98 publications

(68 citation statements)

References 18 publications

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“…Good science education is essential in early childhood, not only for social and cognitive development but also for engaging young (3-5 years old) learners with science (Sackes et al, 2009). However, science is often perceived as unappealing to young learners (Koren and Bar, 2009;Sjøberg and Schreiner, 2005;Stefansson, 2006;Muller et al, 2013).…”

Section: A Pedagogic Perspectivementioning

confidence: 99%

“…However, many teachers find science challenging to teach and, as such, turn to picture books and children's science literature for assistance. Sackes et al (2009) explored the benefits and limitations of using children's literature to introduce science concepts. The authors found that although some books are poorly written and can spread misconception, those written under the guidance of science consultants were great learning tools, offering unique opportunities for introducing science concepts in the early years, fostering interest, curiosity, and positive attitudes, as well as integrating literacy and science (Broemmel and Rearden, 2006;Castle and Needham, 2007;Coskie, 2006;Monhardt and Monhardt, 2006).…”

Section: A Gires Et Al: Making Rainfall Features Fun: Scientific Acmentioning

confidence: 99%

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Making rainfall features fun: scientific activities for teaching children aged 5–12 years

Gires

Muller

Gueut

et al. 2016

Hydrol. Earth Syst. Sci.

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Abstract.Research projects now rely on an array of different channels to increase impact, including high-level scientific output, tools, and equipment, but also communication, outreach, and educational activities. This paper focuses on education for children aged 5-12 years and presents activities that aim to help them (and their teachers) grasp some of the complex underlying issues in environmental science. More generally, it helps children to become familiarized with science and scientists, with the aim to enhance scientific culture and promote careers in this field. The activities developed are focused on rainfall: (a) designing and using a disdrometer to observe the variety of drop sizes; (b) careful recording of successive dry and rainy days and reproducing patterns using a simple model based on fractal random multiplicative cascades; and (c) collaboratively writing a children's book about rainfall. These activities are discussed in the context of current state-of-the-art pedagogical practices and goals set by project funders, especially in a European Union framework.

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Section: A Pedagogic Perspectivementioning

confidence: 99%

Section: A Gires Et Al: Making Rainfall Features Fun: Scientific Acmentioning

confidence: 99%

Making rainfall features fun: scientific activities for teaching children aged 5–12 years

Gires

Muller

Gueut

et al. 2016

Hydrol. Earth Syst. Sci.

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“…Westin (2003 a,b) has studied technology and cyborgs in Astrid Lindgren's books about Karlsson on the roof. In the field of science and technology education more broadly defined there are some studies that address children's literature in education such as Sackes et al (2009) andSchroeder et al (2009), which deal with possibilities and obstacles in using children's fiction books in the science classroom.…”

Section: Background and Research Contextmentioning

confidence: 99%

Representations of technology in the “Technical Stories” for children of Otto Witt, early 20th century Swedish technology educator

Axell

Hällström

2013

Int J Technol Des Educ

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Children's fiction in school libraries have played and still play a role in mediating representations of technology and attitudes towards technology to schoolchildren. In early 20 th century Sweden, elementary education, including textbooks and literature that were used in teaching, accounted for the main mediation of technological knowledge to schoolchildren. An investigation of children's literature for schools is therefore important in order to understand what was considered worth knowing about technology at the time. små, 1915) by the Swedish inventor, author and technology educator Otto Witt. Gauging Witt's influence on the schoolchildren and educators of his time is very difficult, but in this first English-language article on his "technical stories" one can conclude that he was in many ways unique and probably fairly well-read in the schools of early 20 th century Sweden and onward. He was also a particularly perceptive forerunner of today's technology and science educators in his use of anthropomorphism as an educational tool.

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“…Rice (2002, p. 558) apresenta, ainda, estudos que mostram que concepções imprecisas adquiridas durante a infância tendem a se manter na vida adulta. Perspectivas similares são assumidas e demonstradas por outros autores (ROYCE;WILEY, 1996;SACKES;TRUNDLE;FLEVARES, 2009). Por conta disso, Rice (2002) defende a precisão conceitual como critério para a seleção de livros comerciais em sala de aula e apresenta outros critérios, geralmente sugeridos por pesquisadores: personagens críveis, passagem do tempo realista, igualdade de raça e gênero, qualidade das ilustrações, distinção entre fatos e fantasia e informação atualizada (RICE, 2002, p. 560).…”

Section: Introductionunclassified

O passeio de Rosinha: articulando saberes sociais e biológicos na infância por meio da literatura

Silva

Araujo

Piassi

et al. 2018

RDes

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Nesse artigo buscamos discutir a possibilidade de abordagem de temas sociais de forma articulada com saberes biológicos na escola da infância usando como recurso o livro de literatura infantil. A escolha por esse tipo de publicação deve-se ao fato dela ser amplamente empregada no ensino dirigido a esse público. Apresentamos um panorama histórico da produção dessa modalidade de literatura e em seguida exemplificamos nossa proposta a partir da análise, com base em elementos da semiótica greimasiana, de uma obra específica de literatura infantil levantando, a partir desta, diferentes temáticas sociais que podem ser abordadas no contexto de sala de aula e que tem relação com o dia a dia das crianças. Nossas análises demonstraram ambivalências entre as representações dos animais e as temáticas científicas, mas também em relação ao livro infantil enquanto objeto educacional. Por fim, concluímos que a articulação de diferentes campos de saberes no desenvolvimento de uma atividade contribui para uma educação menos compartimentalizada e para a construção de um conhecimento mais articulado.

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Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years

Cited by 98 publications

References 18 publications

Making rainfall features fun: scientific activities for teaching children aged 5–12 years

Making rainfall features fun: scientific activities for teaching children aged 5–12 years

Representations of technology in the “Technical Stories” for children of Otto Witt, early 20th century Swedish technology educator

O passeio de Rosinha: articulando saberes sociais e biológicos na infância por meio da literatura

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