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Children's Literature in the Primary Science Curriculum: A Valuable Tool for Promoting Scientific Literacy

dc.contributor.authorRapp, Stefanie
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractThis essay will explore the professional literature that provides the rationale for using children’s literature in an inquiry-based, primary science curriculum (preschool to grade three). My belief, based on the findings of educational researchers in the fields of human development, science education, and literacy education, is that teachers can use children’s literature to develop the scientific literacy of young learners. Children’s literature does so by encouraging motivation, promoting engagement, and serving as an authentic model of the act of science. The essay will describe why the traditional textbook approach to science education has been unable to produce satisfactory student achievement in science. Then, the essay will make the case for using children’s literature and will describe the supportive learning environment and curricular and assessment strategies that are needed to fulfill the possibilities that children’s literature provides. My hope is that this essay will highlight the advantages of children’s literature that help children begin the path towards becoming scientifically literate adults.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectscience curriculumen_US
dc.subjectchildren's literatureen_US
dc.subjectinquiry-based scienceen_US
dc.subjectearly elementaryen_US
dc.subject.lcshScience -- Study and teaching (Elementary) -- Curriculaen_US
dc.subject.lcshChildren's literature -- Study and teaching (Elementary)en_US
dc.subject.lcshInquiry-based learningen_US
dc.titleChildren's Literature in the Primary Science Curriculum: A Valuable Tool for Promoting Scientific Literacyen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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