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Yıl 2020, Cilt 6, Sayı 1, 1 - 9, 15.01.2020
https://doi.org/10.21891/jeseh.669294

Öz

Kaynakça

  • Adams, K. L., & Phillips, K. B. (2016). Read all about it. Science and Children, 54(3), 32-39. Atkinson, T., Matusevich, M., & Huber, L. (2009). Making science trade book choices for elementary classrooms. The Reading Teacher, 62(6), 484-497. Beck, I. L., Mckeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association. Butzow, C. M., & Butzow, J. W. (2000). Science through children's literature: An integrated approach. Englewood, CO: Teacher Ideas Press. Chan, K. S. (2003, December). The impact of interactive science stories on senior high school students’ view of the nature of science. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Chen, M. W., & Wang, C. J. (2004, December). The behavioral study of teaching the nature of science with the history of science. Paper presented at the 20th Annual International Conference of Association of Science Education Taiwan. Kaohsiung, Taiwan: Association of Science Education in Taiwan. Chen, Y. C., & Hung, C. F. (2003, December). The study of the integration of Multiple Intelligence Theory into scientific texts and science learning of pupils. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Chin, C., Yang, W., & Tuan, H. (2010). Exploring the impact of guided tapping scientific reading - Writing activity on sixth graders. Chinese Journal of Science Education, 18(5), 443-467. Chiu, M., & Koa, H. (2006). An exploration of effect of integrated teaching about the history of science upon elementary school children’s viewpoints of the nature of science. Chinese Journal of Science Education, 14(2), 163-187. Crook, P. R., & Lehman, B. A. (1990). On track with trade books. Science and Children, 27(6), 22-23. Daisey, P. (1994). The value of trade books in secondary science and mathematics instruction: A rationale. School Science and Mathematics, 94(3), 130-137. Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. DeVore-Wedding, B. (2016). Enhancing science instruction and learning through reading and writing strategies. NSTA Reports, 27(5), 3. Ediger, M. (1995). Reading in science. (ERIC Document Reproduction Service No. ED383556) Fazio, X., & Gallagher, T. (2014). Morphological levels of science content vocabulary: Implications for science-based texts in elementary classroom. International Journal of Science and Mathematics Education, 12(6), 1407-1423. Fisher, D., Grant, M., & Frey, N. (2009). Science literacy is > strategies. The Clearing House, 82(4), 183-186. Ford, D. J. (2006). Representations of science within children’s trade books. Journal of Research in Science Teaching, 43(2), 214-235. Ford, D. J., Brickhouse, N. W., Lottero-Perdue, P., & Kittleson, J. (2006). Elementary girls’ science reading at home and school. Science Education, 90(2), 270-288. Gallagher, T. L., Fazio, X., & Ciampa, K. (2017). A comparison of readability in science-based texts: Implications for elementary teachers. Canadian Journal of Education, 40(1), 1-30. Gallagher, T. L., Fazio, X., & Gunning, T. (2012). Varying readability of science-based text in elementary readers: Challenges for teachers. Reading Improvement, 49(2), 93-112. Gee, J. P. (2004). Language in science classroom: Academic social languages as the heart of school-based literacy. In. E. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 10-32). Newark, DE: International Reading Association. Gulley, J., Thomas, J., Wulbur, A., & McMurry, A. (2014). Ohio science trade book annual reading list (OH-STAR): A resource to support the Ohio Revised Science Standards and Model Curriculum. Ohio Reading Teacher, 44(1), 7-12. Guthrie, J. T., Wigfield, A., & Von Seeker, C. (2000). Effects of integrated instruction on and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341. Guzzetti, B. J., & Bang, E. (2011). The influence of literacy-based science instruction on adolescents' interest, participation, and achievement in science. Literacy Research and Instruction, 50(1), 44-67. Guzzetti, B., & Mardis, M. A. (2017). The potential of graphic nonfiction for teaching and learning earth science. School Libraries Worldwide, 23(1), 15-29. Hapgood, S., & Palinscar, A. (2007). Where literacy and science intersect. Educational Leadership, 84(4), 58-60. Huang, P. H., & Hsu, L. J. (2003, December). The behavioral study of reading children’s books on scientific history through reading club. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Jagger, S. L., & Yore, L. D. (2012). Mind the gap: Looking for evidence-based practice of science literacy for all in science teaching journals. Journal of Science Teacher Education, 23(6), 559-577. Lai, C. (2006). A study of science reading instructional modules of preservice teachers. Elementary Education, 46(3), 3-8. Lai, C. (2008). A study on earthquake’s learning of the 5th graders. In J. Huang (Ed.) Taiwan e generation Education Academic Seminar of Education and Teacher Education in 2008: Research Innovation and Evaluation Symposium (pp. 551-562). Taipei: National Taipei University of Education. Lai, C. (2009). Study on teaching 3rd graders students integrate history of science. In S. Huang (Ed.) Education Development of Chinese Society Seminar Series in 2008 of Improvement of Curriculum and Instruction Symposium (pp. 4-17). Macau: University of Macau. Lai, C. (2012). A study on elementary school science reading instructional module. Kun Shan University Journal of Humanities and Social Science, 4, 27-42. Lai, C., & Wang, Y. (2016). Newspapers in science education: A study involving sixth grade students. Journal of Education in Science, Environment and Health, 2(2), 98-103. Lai, C., & Wu, Y. (2010). Study on of 5th graders teaching the history of science integrate astronomy. In M. Su (Ed.) The First Astronomical Education Academic Symposium Republic of China in 2010 (pp. 16-23). Kaohsiung: Department of Leisure and Tourism Management, Shu-Te University. Lamond Price, E. (2014). Popular science nonfiction and the connection between literacy and the NGSS. Science Scope, 38(1), 63-68. Lin, C., Cheng, J., & Chang, Y. (2009). The effect of inclusion of history of science on senior high students’ understanding of the nature of science, attitudes toward science, and academic achievement. Chinese Journal of Science Education, 17(2), 93-109. Lo, T., & Chang, C. (2004). The influence of the knowledge construct of scientific writing activities on elementary school students’ natural science learning effect. Bulletin of Educational Psychology, 35(4), 337-354. Mantzicopoulos, P., & Patrick, H. (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50(4), 269-276. Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association of Supervision and Curriculum Development. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: Association of Supervision and Curriculum Development. Mayberry, S. (2014). Gather round. Science and Children, 51(8), 63-67. McNeill, K. L. (2009). Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93(2), 233-268. Miller, K. W., Steiner, S. F., & Larson, C. D. (1996). Strategies for science learning. Science and Children, 33(2), 24-27, 61. National Science Teachers Association (2002). Position statement: Elementary school science. Arlington, VA: National Science Teachers Association. National Science Teachers Association (2014). Outstanding science trade books for students k-12. Science and Children, 51(7), 67-74. National Science Teachers Association (2015). Outstanding science trade books for students k-12. Science and Children, 52(7), 71-78. Nordstrom, V. (1992). Reducing the text burden: Using children’s literature and trade books in elementary school science education. Reference Services Review, 20(1), 57-70. Pringle, R. M., & Lamme, L. (2005). Children’s picture storybooks: support science learning about animals. Reading Horizon, 46(1), 1-15. Rice, D. (2002). Using trade books in teaching elementary science: Facts and fallacies. Reading Teacher, 55(6), 552-565. Rice, D., & Rainsford, A. (1996). Using children’s trade books to teach science: Boon or boondoggle. (ERIC Document Reproduction Service No. ED393700) Rice, D., & Snipes, C. (1997). Children’s trade books: Do they affect the development of science concepts? (ERIC Document Reproduction Service No. ED406170) Rice, D., Dudley, A., & Williams, C. (2001). How do you choose science trade books? Science and Children, 38(6), 18-22. Romance, N. R., & Vitale, M. R. (2012a). Expanding the role of k-5 science instruction in educational reform: Implications of an interdisciplinary model for integrating science and reading. School Science and Mathematics, 112(8), 506-515. Romance, N. R., & Vitale, M. R. (2012b). Science IDEAS: A research-based k-5 interdisciplinary instructional model linking science and literacy. Science Educator, 21(1), 1-11. Rosberg, M. (1995). Using children's literature in the classroom. (ERIC Document Reproduction Service No. ED387818) Ross, D., & Frey, N. (2002). In a spring garden: Literacy and science bloom in second grade. Reading Improvement, 39(4), 164-174. Royce, C. A. (2016). Teaching through trade books: What we do with ideas. Science and Children, 54(1), 22-26. Scott, J. (Ed.). (1993). Science and language links: Classroom implications. (ERIC Document Reproduction Service No. ED387321) Shiau, B., & Hung, J. (2000). Research implications of history of science for science education by cognitive-historical analysis. Science Education Monthly, 235, 2-13. Short, K. G., & Armstrong, J. (1993). Moving toward inquiry: Integrating literature into the science curriculum. New Advocate, 6(3), 183-200. Vitale, M. R., & Romance, N. R. (2012). Using in-depth science instruction to accelerate student achievement in science and reading comprehension in grades 1-2. International Journal of Science & Mathematics Education, 10(2), 457-472. Wang, Y. C., Cheng, Y. Y., & Wang, C. J. (2003, December). The influence of the integration of science stories into natural science teaching on students’ view of the nature of science. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Wang, Y. C., & Wang, C. J. (2004, December). The teaching process of conveying the nature of science with stories. Paper presented at the 20th Annual International Conference of Association of Science Education Taiwan. Kaohsiung, Taiwan: Association of Science Education in Taiwan. Werderich, D. E. (2014). Putting a face to science: Using biographies as mentor texts to teach science and literacy. Ohio Reading Teacher, 44(1), 13-21.

Enhancing Science Learning through Science Trade Book Reading for 5th Graders

Yıl 2020, Cilt 6, Sayı 1, 1 - 9, 15.01.2020
https://doi.org/10.21891/jeseh.669294

Öz

This study explores the learning outcome of science learning with integrating science trade book reading of 5th graders. A quasi-experimental design was used in this study at an elementary school in New Taipei City. Students in the experimental group (N=59) were given instructional strategies on integrating science trade book reading into science learning, while the control group (N=59) received traditional instruction. Three science trade books were used in science reading strategies for the experimental group. Two research instruments were used in this study were a science achievement test (30 items, KR21=.80), and an attitudes toward science scale (31 items, Cronbach α=.94). The results were processed by ANCOVA analysis, finding that students in the experimental group got higher scores than students in the control group (F= 4.921, p < .05). Although there was no significant difference between the two groups in the outcome of the attitudes toward science scale, feedback from students in the experimental group showed that they enjoyed and benefited from integrating science trade book reading into science learning and hoped can they could continue to learn more science by integrating science trade book reading. Thus integrating science trade book reading into science learning was beneficial for the 5th graders in this study.

Kaynakça

  • Adams, K. L., & Phillips, K. B. (2016). Read all about it. Science and Children, 54(3), 32-39. Atkinson, T., Matusevich, M., & Huber, L. (2009). Making science trade book choices for elementary classrooms. The Reading Teacher, 62(6), 484-497. Beck, I. L., Mckeown, M. G., Hamilton, R. L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association. Butzow, C. M., & Butzow, J. W. (2000). Science through children's literature: An integrated approach. Englewood, CO: Teacher Ideas Press. Chan, K. S. (2003, December). The impact of interactive science stories on senior high school students’ view of the nature of science. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Chen, M. W., & Wang, C. J. (2004, December). The behavioral study of teaching the nature of science with the history of science. Paper presented at the 20th Annual International Conference of Association of Science Education Taiwan. Kaohsiung, Taiwan: Association of Science Education in Taiwan. Chen, Y. C., & Hung, C. F. (2003, December). The study of the integration of Multiple Intelligence Theory into scientific texts and science learning of pupils. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Chin, C., Yang, W., & Tuan, H. (2010). Exploring the impact of guided tapping scientific reading - Writing activity on sixth graders. Chinese Journal of Science Education, 18(5), 443-467. Chiu, M., & Koa, H. (2006). An exploration of effect of integrated teaching about the history of science upon elementary school children’s viewpoints of the nature of science. Chinese Journal of Science Education, 14(2), 163-187. Crook, P. R., & Lehman, B. A. (1990). On track with trade books. Science and Children, 27(6), 22-23. Daisey, P. (1994). The value of trade books in secondary science and mathematics instruction: A rationale. School Science and Mathematics, 94(3), 130-137. Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. DeVore-Wedding, B. (2016). Enhancing science instruction and learning through reading and writing strategies. NSTA Reports, 27(5), 3. Ediger, M. (1995). Reading in science. (ERIC Document Reproduction Service No. ED383556) Fazio, X., & Gallagher, T. (2014). Morphological levels of science content vocabulary: Implications for science-based texts in elementary classroom. International Journal of Science and Mathematics Education, 12(6), 1407-1423. Fisher, D., Grant, M., & Frey, N. (2009). Science literacy is > strategies. The Clearing House, 82(4), 183-186. Ford, D. J. (2006). Representations of science within children’s trade books. Journal of Research in Science Teaching, 43(2), 214-235. Ford, D. J., Brickhouse, N. W., Lottero-Perdue, P., & Kittleson, J. (2006). Elementary girls’ science reading at home and school. Science Education, 90(2), 270-288. Gallagher, T. L., Fazio, X., & Ciampa, K. (2017). A comparison of readability in science-based texts: Implications for elementary teachers. Canadian Journal of Education, 40(1), 1-30. Gallagher, T. L., Fazio, X., & Gunning, T. (2012). Varying readability of science-based text in elementary readers: Challenges for teachers. Reading Improvement, 49(2), 93-112. Gee, J. P. (2004). Language in science classroom: Academic social languages as the heart of school-based literacy. In. E. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 10-32). Newark, DE: International Reading Association. Gulley, J., Thomas, J., Wulbur, A., & McMurry, A. (2014). Ohio science trade book annual reading list (OH-STAR): A resource to support the Ohio Revised Science Standards and Model Curriculum. Ohio Reading Teacher, 44(1), 7-12. Guthrie, J. T., Wigfield, A., & Von Seeker, C. (2000). Effects of integrated instruction on and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341. Guzzetti, B. J., & Bang, E. (2011). The influence of literacy-based science instruction on adolescents' interest, participation, and achievement in science. Literacy Research and Instruction, 50(1), 44-67. Guzzetti, B., & Mardis, M. A. (2017). The potential of graphic nonfiction for teaching and learning earth science. School Libraries Worldwide, 23(1), 15-29. Hapgood, S., & Palinscar, A. (2007). Where literacy and science intersect. Educational Leadership, 84(4), 58-60. Huang, P. H., & Hsu, L. J. (2003, December). The behavioral study of reading children’s books on scientific history through reading club. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Jagger, S. L., & Yore, L. D. (2012). Mind the gap: Looking for evidence-based practice of science literacy for all in science teaching journals. Journal of Science Teacher Education, 23(6), 559-577. Lai, C. (2006). A study of science reading instructional modules of preservice teachers. Elementary Education, 46(3), 3-8. Lai, C. (2008). A study on earthquake’s learning of the 5th graders. In J. Huang (Ed.) Taiwan e generation Education Academic Seminar of Education and Teacher Education in 2008: Research Innovation and Evaluation Symposium (pp. 551-562). Taipei: National Taipei University of Education. Lai, C. (2009). Study on teaching 3rd graders students integrate history of science. In S. Huang (Ed.) Education Development of Chinese Society Seminar Series in 2008 of Improvement of Curriculum and Instruction Symposium (pp. 4-17). Macau: University of Macau. Lai, C. (2012). A study on elementary school science reading instructional module. Kun Shan University Journal of Humanities and Social Science, 4, 27-42. Lai, C., & Wang, Y. (2016). Newspapers in science education: A study involving sixth grade students. Journal of Education in Science, Environment and Health, 2(2), 98-103. Lai, C., & Wu, Y. (2010). Study on of 5th graders teaching the history of science integrate astronomy. In M. Su (Ed.) The First Astronomical Education Academic Symposium Republic of China in 2010 (pp. 16-23). Kaohsiung: Department of Leisure and Tourism Management, Shu-Te University. Lamond Price, E. (2014). Popular science nonfiction and the connection between literacy and the NGSS. Science Scope, 38(1), 63-68. Lin, C., Cheng, J., & Chang, Y. (2009). The effect of inclusion of history of science on senior high students’ understanding of the nature of science, attitudes toward science, and academic achievement. Chinese Journal of Science Education, 17(2), 93-109. Lo, T., & Chang, C. (2004). The influence of the knowledge construct of scientific writing activities on elementary school students’ natural science learning effect. Bulletin of Educational Psychology, 35(4), 337-354. Mantzicopoulos, P., & Patrick, H. (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50(4), 269-276. Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association of Supervision and Curriculum Development. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: Association of Supervision and Curriculum Development. Mayberry, S. (2014). Gather round. Science and Children, 51(8), 63-67. McNeill, K. L. (2009). Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93(2), 233-268. Miller, K. W., Steiner, S. F., & Larson, C. D. (1996). Strategies for science learning. Science and Children, 33(2), 24-27, 61. National Science Teachers Association (2002). Position statement: Elementary school science. Arlington, VA: National Science Teachers Association. National Science Teachers Association (2014). Outstanding science trade books for students k-12. Science and Children, 51(7), 67-74. National Science Teachers Association (2015). Outstanding science trade books for students k-12. Science and Children, 52(7), 71-78. Nordstrom, V. (1992). Reducing the text burden: Using children’s literature and trade books in elementary school science education. Reference Services Review, 20(1), 57-70. Pringle, R. M., & Lamme, L. (2005). Children’s picture storybooks: support science learning about animals. Reading Horizon, 46(1), 1-15. Rice, D. (2002). Using trade books in teaching elementary science: Facts and fallacies. Reading Teacher, 55(6), 552-565. Rice, D., & Rainsford, A. (1996). Using children’s trade books to teach science: Boon or boondoggle. (ERIC Document Reproduction Service No. ED393700) Rice, D., & Snipes, C. (1997). Children’s trade books: Do they affect the development of science concepts? (ERIC Document Reproduction Service No. ED406170) Rice, D., Dudley, A., & Williams, C. (2001). How do you choose science trade books? Science and Children, 38(6), 18-22. Romance, N. R., & Vitale, M. R. (2012a). Expanding the role of k-5 science instruction in educational reform: Implications of an interdisciplinary model for integrating science and reading. School Science and Mathematics, 112(8), 506-515. Romance, N. R., & Vitale, M. R. (2012b). Science IDEAS: A research-based k-5 interdisciplinary instructional model linking science and literacy. Science Educator, 21(1), 1-11. Rosberg, M. (1995). Using children's literature in the classroom. (ERIC Document Reproduction Service No. ED387818) Ross, D., & Frey, N. (2002). In a spring garden: Literacy and science bloom in second grade. Reading Improvement, 39(4), 164-174. Royce, C. A. (2016). Teaching through trade books: What we do with ideas. Science and Children, 54(1), 22-26. Scott, J. (Ed.). (1993). Science and language links: Classroom implications. (ERIC Document Reproduction Service No. ED387321) Shiau, B., & Hung, J. (2000). Research implications of history of science for science education by cognitive-historical analysis. Science Education Monthly, 235, 2-13. Short, K. G., & Armstrong, J. (1993). Moving toward inquiry: Integrating literature into the science curriculum. New Advocate, 6(3), 183-200. Vitale, M. R., & Romance, N. R. (2012). Using in-depth science instruction to accelerate student achievement in science and reading comprehension in grades 1-2. International Journal of Science & Mathematics Education, 10(2), 457-472. Wang, Y. C., Cheng, Y. Y., & Wang, C. J. (2003, December). The influence of the integration of science stories into natural science teaching on students’ view of the nature of science. Paper presented at the 19th Annual International Conference of Association of Science Education Taiwan. Taipei, Taiwan: Association of Science Education in Taiwan. Wang, Y. C., & Wang, C. J. (2004, December). The teaching process of conveying the nature of science with stories. Paper presented at the 20th Annual International Conference of Association of Science Education Taiwan. Kaohsiung, Taiwan: Association of Science Education in Taiwan. Werderich, D. E. (2014). Putting a face to science: Using biographies as mentor texts to teach science and literacy. Ohio Reading Teacher, 44(1), 13-21.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Ching-san LAİ> (Sorumlu Yazar)
National Taipei University of Education
Taiwan


Kuei-lin CHAN>
National Taipei University of Education
Taiwan

Yayımlanma Tarihi 15 Ocak 2020
Yayınlandığı Sayı Yıl 2020, Cilt 6, Sayı 1

Kaynak Göster

APA Lai, C. & Chan, K. (2020). Enhancing Science Learning through Science Trade Book Reading for 5th Graders . Journal of Education in Science Environment and Health , 6 (1) , 1-9 . DOI: 10.21891/jeseh.669294