Making Science Trade Book Choices for Elementary Classrooms

Atkinson, Terry; Matusevich, Melissa N.; Huber, Lisa

doi:10.1598/rt.62.6.3

Cited by 29 publications

(19 citation statements)

References 12 publications

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“…Based on my lengthy experiences of using the books described above, I revised Campbell's (1992) Eggerton (1996); Martin (2003); and Rice (2002). In preparing this article I became aware of the work of Atkinson, Matusevich and Huber (2009). Their work confirms in many ways that similar quality criteria are being used by many organizations and individuals.…”

Section: Evaluating Environmental Children's Literaturementioning

confidence: 71%

Exploring instructional strategies to develop prospective elementary teachers' children’s literature book evaluation skills for science, ecology and environmental education

Hug

2010

Environmental Education Research

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This article is an auto-ethnographic account of the development of a children's literature book critique assignment by a science teacher educator sharing instructional dilemmas and pedagogical responses. Prospective elementary teachers enrolled in an elementary school science teaching methods course in the US selected and evaluated children's literature books with science, environment and nature content. The book critique assignment sought to enhance prospective elementary teachers' ability to evaluate the quality of children's environmental literature books for use in elementary school classrooms. Prospective elementary teacher responses for two characteristics, scientific accuracy and anthropomorphism, are presented demonstrating a range of sophistication in their understanding of these concepts. The discussion explores insights into prospective elementary teachers' thinking with implications for science, ecology, natural history and environmental education. Prologue: a pedagogical puzzleAfter the elementary school science teaching methods class one of my prospective elementary teachers, 'Christy', lingered and tentatively asked the question on her mind, 'Is this children's literature book OK to use for my critique assignment?' Other students had asked me the same question in other semesters so it did not take long to form the pedagogical response, 'So, can you explain some more about why you selected this children's literature book?' Christy did not realize that I phrased this question in answer to her question with pedagogical purpose. In my view Christy anticipated the simple answer, 'Yes, this is a good book to use for your assignment'. In this context it appeared that she wanted confirmation that her book choice was 'right'. Yet as I thought about her question, Christy appeared to shift pedagogical decision-making from herself to me and in a sense asked the tacit question, 'You decide. If I select this book will I achieve a high grade on my assignment?' But I wanted Christy to decide -to practice deciding. I would not be present in the future to help her decide which books to use in her elementary classroom. As her instructor I believed that my duty in this context was to create *

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Section: Evaluating Environmental Children's Literaturementioning

confidence: 71%

Exploring instructional strategies to develop prospective elementary teachers' children’s literature book evaluation skills for science, ecology and environmental education

Hug

2010

Environmental Education Research

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“…"Rubric for Evaluating Children's Books with Historical Contexts" that was identified by the researchers was used for analyzing the books. The development of "the Rubric for Evaluating Children's Books with Historical Contexts" was predicated upon works conducted within the literature (Atkinson, Matusevich, Huber, 2009;Frye, 2009;Halsey & Elliott, 2007). There are "adequate (3)", "partially adequate (2)" and "inadequate (1)" columns in the rubric.…”

Section: Methodsmentioning

confidence: 99%

An Analysis of Literary Works that can be Used in History of Turkish Revolution and Kemalism Courses

Avaroğullari

Senyol

Aydın

2014

Procedia - Social and Behavioral Sciences

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In order to facilitate instruction of Kemalism and History of Turkish revolution course and to encourage students to read history literary products containing historical content are used. The purpose of this study is to analyze literary products with historical content which may support teaching of Kemalism and History of Turkish revolution. Document analysis method which is one of the qualitative research methodologies has been employed. As a result of a search conducted via internet a total of 55 children books suitable for the eighth grades has been determined and 10 of them has been analyzed by the researchers. All of the books have been evaluated as satisfactory with levels above 50% satisfaction level and it has been concluded that they will support students' historical knowledge and thinking in addition to being effective at acquiring values if they are used at instruction of Kemalism and History of Turkish Revolution course. In the study a control list developed by the researchers has been used. A control list consisting of 20 criteria has been created following review of the related literature. For the analysis of the data descriptive analysis methods has been employed.

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“…Par exemple, il leur faut se demander si les livres choisis permettront aux élèves de faire des liens avec leurs expériences personnelles, s'ils sont susceptibles de capter leur intérêt et s'ils se rapprochent de leur niveau de compréhension. Enfin, selon Atkinson et al (2009), il importe aussi que les textes informatifs lus aux élèves puissent encourager leur curiosité et leur esprit de découverte en leur proposant de nombreuses occasions de questionnement.…”

Section: La Sélection Des Textes Informatifs Pour La Lecture Aux éLèvesunclassified

“…D'autres auteurs ont développé des modèles pour guider les pratiques d'enseignement faisant usage de ces textes (Dymock et Nicholson, 2010 ;Palmer et Stewart, 2005 ;Stead, 2014) ou des critères pour juger de leur qualité (Atkinson et al, 2009). Cependant, les facteurs qui orientent les choix des enseignants lors de la sélection des textes lus aux élèves, de même que leurs conceptions des défis ou des avantages associés à l'usage des textes informatifs comme soutien à cette activité semblent être peu étudiés.…”

Section: La Sélection Des Textes Informatifs Pour La Lecture Aux éLèvesunclassified

Lire des textes informatifs ou narratifs aux élèves ? Choix et conceptions des enseignants

Dionne

2016

rse

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Cette recherche a comme objectif de faire connaître les motifs qui amènent les enseignants du préscolaire et du primaire à délaisser les textes informatifs au profit de textes narratifs lorsqu’ils font la lecture à voix haute à leurs élèves. Les données obtenues par un questionnaire et les propos de 22 enseignantes recueillis lors d’entrevues individuelles ont permis de révéler des facteurs qui orientent leurs choix lors de la sélection des textes lus à voix haute, ainsi que leurs conceptions concernant le recours aux textes informatifs pour ce type d’activité pédagogique. Les résultats mettent en évidence que des facteurs ayant une portée affective semblent guider les enseignantes interrogées lorsqu’elles effectuent leur sélection, et que leurs conceptions en regard des textes informatifs les mènent à délaisser ces textes. Nous soutenons que les enseignants doivent être conscientisés à l’importance d’exposer davantage leurs élèves aux textes informatifs lorsqu’ils leur font la lecture à voix haute.

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Making Science Trade Book Choices for Elementary Classrooms

Cited by 29 publications

References 12 publications

Exploring instructional strategies to develop prospective elementary teachers' children’s literature book evaluation skills for science, ecology and environmental education

Exploring instructional strategies to develop prospective elementary teachers' children’s literature book evaluation skills for science, ecology and environmental education

An Analysis of Literary Works that can be Used in History of Turkish Revolution and Kemalism Courses

Lire des textes informatifs ou narratifs aux élèves ? Choix et conceptions des enseignants

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