Reading Picture Books and Learning Science
Engaging Young Children With Informational Text
Bibliographic Data
| ID | 4255801 |
|---|---|
| Authors | Panayota Mantzicopoulos (Purdue University West Lafayette), Helen Patrick (0000-0001-7352-1729, Purdue University West Lafayette) |
| Year | 2011 |
| Volume | 50 |
| Issue | 4 |
| Pages | 269-276 |
| Publication date | 2011-10-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2011.607372 |
| OpenAlex | W2039364057 |
| Language | EN |
| Citations received | 19 |
| References cited | 25 |
The authors draw from the research literature and from their work with the Scientific Literacy Project (SLP) in kindergarten classrooms to address the inclusion of science picture books in the curriculum. They describe features and functions of informational texts, discuss teachers' common concerns about providing young children with experiences to engage with informational science texts, and present evidence that addresses these concerns. They show how teacher support and guidance encourage classroom dialogue and facilitate children's cognitive and affective engagement with both literacy and science
Cognition · Curriculum · Inclusion (mineral · Linguistics · Literacy · Mathematics education · Pedagogy · Picture books · Reading (process · Science education · Science learning · Scientific Literacy · Visual arts · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Science Education and Perceptions · Social Psychology
That's not my kingdom
Analyzing funding patterns in science education research
Interpersonal Meaning
Early Childhood Science Education from 0 to 6
Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students
‘But dragons don’t exist, do they?’ Preschoolers’ focus in determining whether a picturebook is a non-fiction or not
Gender differences in second-graders’ text format-specific reading achievements, reading motivation, and their relationships
Characteristics of book talks about Nature of Science
Promoting first graders’ scientific thinking through picture books with the 5E model
The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision
To “read” and “write” pictures in early childhood
Sustainable life skills in early childhood
Development of a Moderated Online Intervention to Treat Social Anxiety in First-Episode Psychosis
From Story to Science
Parent-child Interactions during Co-reading Natural Science Storybooks
Effect of interactive read-aloud on primary school students’ perspective on refugee students / Efecto de la lectura en voz alta interactiva en la perspectiva de los estudiantes de primaria acerca de los estudiantes refugiados
El aprendizaje con cuentos y manuales en la infancia
The Durable, Dynamic Nature of Genre and Science
Early literacy curriculum and its journey to kindergarten classroom
| Unique citing works | 19 |
|---|---|
| Citations per year | 1,9 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |