Presentation on theme: "Trade Books and Science Teaching: What Books are Teachers Using? Sharryn Larsen Walker Central Washington University Cathy Wissehr University."— Presentation transcript:
Trade Books and Science Teaching: What Books are Teachers Using? Sharryn Larsen Walker Central Washington University email@example.com Cathy Wissehr University of Missouri
Questions that Drive This Study What fiction and non-fiction trade books are teachers using in their science teaching? Why are teachers using these books? What do teachers say about how these books enhance the teaching of science content, science processes, and language?
Frameworks for this Study Dukes (2003) work of developing informational literacy Walker & Wissehr (2007) queries about the relationships between language development and the science processes NSTA focus on science content and processes for school agers, but not necessarily younger students
Background of the Study Questionnaires sent out to 200 K-3 teachers in two states 14% return rate (as of 4/22/2008)
Teachers were asked: Grade Level and Community Setting Name one science topic area The titles of up to three fiction books used in this topic area and the reasons for using
Teachers were asked: The titles of up to three non-fiction books used in this topic area and the reasons for using How the use of these books enhances the teaching of science content, processes, and language.
Findings Tables of Fiction and Non-Fiction titles in the Handouts
Reasons for Using Fiction Titles Fun and entertainment Used as examples of illustrations As an introduction to the unit of study As a point of discussion for content; comparison/contrast; real vs. fantasy Prompts for writing Increase awareness and interest in topic
Reasons for Using Fiction Titles Providing facts Help students to make connections between text and unit Readability of text (appropriate and challenging) Aesthetic/Likeability Part of the Curriculum
Reasons for Using Non-Fiction Titles Facts and Explanations Comparison of types of (spiders) Addition to the curriculum Connections between ideas Building of vocabulary Building of background information Illustrations
Reasons for Using Non-Fiction Titles Motivating to read Readability Part of the curriculum Reference
Like Reasons for the Use of Chosen Texts Facts Readability Connections Building background/interest/introduction Part of the curriculum
How does the use of those books in your teaching enhance science content, science processes, and language? Provide Examples Serve as resources Content becomes more real Enhance vocabulary Use in curriculum
Whats Next? Add to the data set with more school age teachers Look at a data set of preschool teachers book selection and reasons for using
Whats Next? Help teachers develop their use of informational texts (e.g., Morrison & Young, 2008) Help teachers strengthen the use of twin texts (Camp, 2000) within science and other content area teaching
References Camp, D. (2000). It takes two: Teaching with Twin Texts of fact and fiction. The Reading Teacher, 53(5), 400-408. Duke,N. (2003). Reading to learn from the very beginning: Information books in early childhood. Young Children, 58(2), 14-20. Morrison, J.A., & Young, T.A. (2008). Using science trade books to support inquiry in the elementary classroom. Childhood Education, 84(4), 204-208. Walker, S.L. & Wissehr, C. (2007, May). Trade books and young children. Paper presented at the meeting of the International Reading Association, Toronto, CA.