Access Isn't Enough: Analyzing Content and Engagement in Outstanding Science Trade Books in Elementary Classrooms

• In Event: New Directions in Portraying Science Content for Learning

Abstract

Each year, the National Science Teachers Association and the Children’s Book Council compile the Outstanding Science Trade Books List. These books have the potential to excite students about science, provide science content and skills, and supplement teachers’ science instruction. Given this, the purpose of this study was to a) determine how many books from those lists appear in a random sample of elementary classrooms, and b) analyze the books that did appear in classrooms to learn more about their content. Our results indicate that these books may not be uniform in terms of engagement, connection, and the representation of the nature of science, which may require teachers to take a more critical approach to utilizing these books in the classroom.

Authors

• Julianne A. Wenner, Clemson University

• Katherine Landau Wright, Boise State University

• Tracey S. Hodges, University of Alabama