Using Picture Storybooks to Support Young Children's Science Learning.

Children’s books are an important classroom resource for the study of animals because it is not practical for students to study many animals in their natural habitat. This article is the result of a collaborative research project undertaken by a science methods specialist and a children’s literature specialist. We analyzed books about animals that contained both narrative and expository writing and determined the best books that facilitated science learning. We share our criteria for book selection and examples of books that meet these criteria. Many support science learning in classrooms allowing children to make observations, raise questions and form conclusions from evidence. Using Picture Storybooks to Support Young Children's Science Learning Rose M. Pringle Linda Leonard Lamme University of Florida Children's books are an important classroom resource for the study of animals because it is not practical for students to study many animals in their natural habitat. This article is the result of a collaborative research project undertaken by a science methods specialist and a children's literature specialist. We analyzed books about animals that contained both narrative and expository writing and determined the best books that facilitated science learning. We share our criteria for book selection and examples of books that meet these criteria. Many support science learning in classrooms allowing children to make observations, raise questions and form conclusions from evidence. Reading Horizons, 2005, 46, (1) "Remember that story about the spider laying its eggs in the corner of a window where the birds couldn't see them? That is a good example of camouflage," recalled Katie as she and her partner were discussing a school assignment on camouflage. Katie remembered the science knowledge from a children's picture book about spiders that she had recently read (Dewey, 2002). For children, learning about animals can and should be dynamic. They should be allowed to make observations, raise questions and form conclusions from evidence they have collected. This is the essence of science learning. However, children must be given a multitude of opportunities to probe, poke, and peek into their own backyards or galaxies far away (Fredericks, 2003). These opportunities can be supported by the wealth of information available in science picture books. Picture books about animals, when scientifically accurate, have the advantage of presenting children with close up pictures. A picture book can do a lot that cannot be accomplished in a classroom. The pictures freeze time, so a reader can pore over the details in a way that would never happen if the animal were moving. Children, who are afraid of animals like spiders, can fearlessly explore a book on spiders and perhaps develop a reasoned appreciation of the arachnid. Illustrations can magnify size so that students can see a microscopic or tiny organism in observable detail. Animals rare in nature can be seen in a picture book. Picture books give readers a good description of events that are not usually seen even by a careful observer. The words provide readers with good science content in a structured, easy to follow way. Explanations accompany the illustrations. A story allows the reader to follow an animal's life through time--through seasons, weather, and the quest for survival. A book can portray the whole life cycle of the animal whereas in class it can be told but not seen, for it might take a year. A book can raise questions, provide experiences for observation and carefully guide readers toward arriving at a valid conclusion. Children's books about science often contain information and stories not accessible from direct observation or other media. Many are high quality books that can support science learning in classrooms. Galda (2001) states that the selection criteria of accuracy and literary merit help teachers discover books that broaden and deepen the information 2 Picture Storybooks and Science Learning available to students in the science curriculum. Kaser (2002) discusses how scientific principles can be embedded in a rich foundation of literature and therefore attract student readers; students who read more learn more science content knowledge. Some books combine a narrative storyline with an expository informational piece, usually at the end of the book. Such books provide two different modes of learning science