Abstract
In an age with rapid development of science and technology, how to cultivate the young generation's scientific literacy becomes extremely important. The study aims to investigate the dynamic process of parent-child co-reading natural science storybooks. Through children's exploring and experimenting daily life science with parents' scaffolding in five reading strategies, including Predictive Strategies, Connective Strategies, Summary Strategies, Summary for Them Strategies, and Note Taking Strategies, the integrated information and analysis results were as follows: First, children with different learning styles had different strategies to read science books. Next, parents need to select appropriately tailor-made reading strategies to enhance children's reading motivation. Thirdly, parent-child co-reading strategies do help improving the children's scientific literacy; children hence had higher interest in absorbing and applying to natural science knowledge, ability as well as more positive attitude towards exploring science.
Highlights
Programme for International Student Assessment (PISA) is a multi-national student quality survey held by From the outcomes from Taiwanese students' participation in Programme for International Student Assessment (PISA) (PISA in Taiwan, 2012; Learning Strategy Net, 2014)[1][2], it can found that the main problems in science education in junior high school in Taiwan include over-emphasis on knowledge and entrance exam of higher education, lack of ability to form scientific ideas and propose scientific proofs, and lack of self-confidence in scientific programs
Et al (2001) proposed that learning style scale according to two constructs-- information perception, and information processing
Based on whether the individual exerts the physical experiences or the abstract concept, and active experiment or retrospective observation, he classified the general's learning styles into four types, which is described as follows: (1) Convergent: The learners are inclined to abstract concepts and active experiments, and good at obtaining knowledge through experiments done in person, solving problems, making decisions, and putting thoughts into practice
Summary
Programme for International Student Assessment (PISA) is a multi-national student quality survey held by From the outcomes from Taiwanese students' participation in Programme for International Student Assessment (PISA) (PISA in Taiwan, 2012; Learning Strategy Net, 2014)[1][2], it can found that the main problems in science education in junior high school in Taiwan include over-emphasis on knowledge and entrance exam of higher education, lack of ability to form scientific ideas and propose scientific proofs, and lack of self-confidence in scientific programs. Yung (2008) [6]postulated that since children are continuation of life and future of the world, what childhood education personnel have to do is to try to observe their learning style and the difficulty in learning, and provide "several" or "a large quantity" of learning approaches for guiding them to open the door to learning. In this regard, "parent-child co-reading" can be taken as the best way to inaugurate reading motivation. (4) Discussion on the strategies helpful for cultivating children's scientific literacy with reading natural science picture books
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