Science Language in Storybooks: Parallels Among Words, Children’s Speech, and Adult Perceptions

• In Event: STEM Storybooks as a Platform for STEM Learning

Abstract

Science storybooks are a popular format for engaging children in science learning (Sackes et al., 2009). One element of science storybooks that may be particularly important for children’s science learning is vocabulary. Indeed, educators have suggested that teaching science vocabulary through book reading promotes science learning (Gonzalez et al., 2011). Furthermore, children’s science vocabulary predicts their science knowledge above general vocabulary and demographic variables (Lazaroff & Vlach, 2019). The current study investigates whether overlap exists among the science words that science storybooks prioritize, the science words children produce, and the science words adults view as important to children’s science learning.

To estimate which types of science words science storybooks include, we randomly selected 100 children’s science storybooks from the central branch of the local public library system. The storybooks were targeted towards children ages 5-8.5 on average and covered a diverse range of topics. The science words we examined originated from a checklist measuring children’s science vocabulary production. Parents of children ages 3-12 (N = 93, 60 males, Mage = 88 months) completed a Science Vocabulary Checklist (Appendix A), where they reported the science words they had heard their child say out loud. Words were organized into six categories: Weather/Space, Experimental, Physics, Animal/Life Science, Environmental Science, and Size/Physical Properties. We also surveyed 241 adults on these words: adults rated the importance of each word to children’s science learning.

Results revealed that children’s science books included many science words across all word categories. Children’s science books included a similar proportion of each word category compared to the science words children say. That is, children produced significantly fewer Experimental words than Weather/Space words. Examples of individual words are provided in Table 1. Furthermore, these results aligned closely with adults’ opinions on the importance of these words: adults rated Weather/Space words as most important (M = 2.34, 1 = Extremely Important; SD = 0.79). However, when comparing science storybooks to children’s productive vocabulary, there were discrepancies across science word categories. For instance, storybooks included very few Experimental words, whereas many children produced these words.

Taken together, these findings shed light on how science vocabulary in storybook design aligns with the words children say and the words adults think are important. Specifically, striking similarities exist between which science words are included most in storybooks, produced most by children, and valued most by adults and caregivers. Interestingly, however, these results conflict with prior research observing that Experimental words are most strongly related to children’s science knowledge and conceptions of science as a practice (Lazaroff & Vlach, 2019); these were the least frequently presented words in the storybooks. Future research should examine whether and how these characteristics of science storybooks lead to differences in children’s science learning.

Authors

• Emma Lazaroff, University of Wisconsin - Madison
  Presenting Author

• Haley A Vlach, University of Wisconsin - Madison
  Non-Presenting Author