Representations of science within children's trade books

Abstract

AbstractThe use of trade books in science instruction, particularly in the elementary and middle school grades, invites scrutiny into the ways in which trade books represent science and its practitioners to learners. Forty‐four trade books were examined for their explicit and implicit representations of science. The majority of the sample was comprised of informational texts, followed by experiment books and artistic books. Scientific knowledge was generally represented as facts, with limited connections to the producers of those facts. Scientists and their practice were represented as experiment or observation, in descriptions that blurred the distinctions between levels of participation in science, and emphasized empirical data collection over analysis or theory development. Artistic books focused on nature encouraged an aesthetic approach to nature, primarily through creative observation. These books are not likely to convey a sophisticated image of the nature of science to young children without contextualization by teachers and other knowledgeable adults. However, they have potential as tools within inquiry contexts, if used in a manner authentic to goals for scientific literacy. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 214–235, 2006