Using literature in science instruction has the potential to increase student motivation and to improve student achievement in both literacy and science. The process of identifying high‐quality picture books, however, can be challenging and time consuming for teachers.
The authors identified 74 science‐based picture books from the annual Teachers' Choices booklists and analyzed their science content, visual features, and genres. Their findings suggest that the majority of these books are engaging and provide accurate science content. However, they provide somewhat limited coverage of topics set out in the U.S. National Science Education Standards: Over 75% of the books analyzed support instruction in the area of life science, but very few are dedicated to physical science. All of the books make appropriate use of illustrations and photographs as a means of enhancing and extending the text, but fewer incorporate visual features such as graphs, charts, or differentiated text. Finally, an examination of genre indicates a move away from storybooks containing science concepts toward narrative and nonnarrative information texts.
Overall, the analysis indicates that the Teachers' Choices books can be used as a resource for identifying high‐quality picture books useful in elementary and middle school science instruction.
This research describes a professional book study experience and offers insight into its use in supporting professional development. Framed in situated learning theory, this qualitative case study examined the perceptions of 12 educators who voluntarily participated in multiple professional book studies over 4 years. Two major themes were found in the data. The Process Theme encompassed what occurred within the professional book studies and participants’ perceptions of the studies. The Outcomes Theme provided insight into how participants changed instructional practices, academic thinking, and personal beliefs. The book studies provided components of effective professional development and principles of adult learning. Participants believed that the book study groups provided professional development that met their needs in more powerful ways than traditional professional development.
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