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Narative in Children's Literature
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From: Edna Brabham <ebrabham>
Date: Wed, 27 Nov 1996 12:31:19 -0500
I am working on a Florida State University project to develop a literature?sed science program on energy and environmental education for primary students and have learned a lot recently about narrative in children's science books. The recent comments on CCBC-Net have given me additional references and food for thought on the subject. I've decided to pass along some of what I've learned about the growing body of research supporting the effectiveness of narrative in children's literature for sparking children's interest in science and for teaching scientific information.
In a study with third graders, Morrow, Pressley, and Smith (1995) found that a program integrating children's literature and studies in a science textbook produced significantly greater literacy development and learning of science concepts than programs using only literature or only the textbook. When these researchers asked students if they liked science, an overwhelming majority of children in the literature only and textbook only groups responded with an emphatic "No!" and said that science instruction was boring. By contrast, most of the students in the literature/science group reported that they liked science and provided an overwhelming endorsement for the practice of linking children's literature and science instruction.
Several studies have demonstrated that science concepts can be taught effectively with informational storybooks that present accurate scientific information in a narrative format. A hybrid between story and information book, this type of literature is referred to classed as
"faction" because it combines both fact and fiction by Tomlinson & Lynch-Brown (1996). Books in the Magic School Bus series by Joanna Cole are good examples of informational storybooks with fictional narratives that contain scientific information.
Comparing informational storybooks with regular storybooks and information books read aloud in a study with first, third, and fifth graders, Leal (1993) discovered that children who heard the informational storybooks participated in more animated discussions of factual information, made speculations twice as often, and stayed on topic longer. They also drew more often on responses of peers and were more likely to discuss extra-textual topics than children exposed to information books or storybooks. In another study in which books were read aloud, Leal (1994) found that third grade students learned and remembered more scientific concepts from an informational storybook than from an information book with the same content. (Leal used McNulty's How to Dig a Hole to the Other Side of the Earth and Cole's Magic School Bus going to the center of the Earth. I wonder how much of the "non-linear" text in the Magic School bus book was read to children in the study and how researchers dealt with charts and bubbles when they read the story narrative.)
In a study with third and fifth graders and adults, Lucas (1981) demonstrated that recall of factual information was better when it was presented in narrative as compared to expository formats. Maria and Johnson (1990) found that seventh and fifth graders were better able to learn scientific concepts associated with seasonal changes from narrative in an informational storybook than from two types of expository texts. Students who were exposed to the informational storybook had better recall of scientific concepts on delayed as well as immediate tests, and Maria and Johnson (1990) suggested that facts may be rendered more memorable when they are embedded in a narrative format. Researchers at the high school level, too, have reported positive results from linking laboratory experiences with literature that presents accurate scientific information and helps students dispell misconceptions (Stahl, Hynd, Glynn, & Carr,1996).
Given the evidence supporting narrative as a means of conveying scientific concepts, we have opted to create four informational storybooks for our primary education project--even though the more hard core scientists on our team are of the opinion that the term "informational storybook" may be an oxymoron and have some doubts about the use of this hybrid genre for science education.
Edna Brabham 361 Bellamy FSU
(904) 644s54 FAX (904) 644s60
Received on Wed 27 Nov 1996 11:31:19 AM CST
Date: Wed, 27 Nov 1996 12:31:19 -0500
I am working on a Florida State University project to develop a literature?sed science program on energy and environmental education for primary students and have learned a lot recently about narrative in children's science books. The recent comments on CCBC-Net have given me additional references and food for thought on the subject. I've decided to pass along some of what I've learned about the growing body of research supporting the effectiveness of narrative in children's literature for sparking children's interest in science and for teaching scientific information.
In a study with third graders, Morrow, Pressley, and Smith (1995) found that a program integrating children's literature and studies in a science textbook produced significantly greater literacy development and learning of science concepts than programs using only literature or only the textbook. When these researchers asked students if they liked science, an overwhelming majority of children in the literature only and textbook only groups responded with an emphatic "No!" and said that science instruction was boring. By contrast, most of the students in the literature/science group reported that they liked science and provided an overwhelming endorsement for the practice of linking children's literature and science instruction.
Several studies have demonstrated that science concepts can be taught effectively with informational storybooks that present accurate scientific information in a narrative format. A hybrid between story and information book, this type of literature is referred to classed as
"faction" because it combines both fact and fiction by Tomlinson & Lynch-Brown (1996). Books in the Magic School Bus series by Joanna Cole are good examples of informational storybooks with fictional narratives that contain scientific information.
Comparing informational storybooks with regular storybooks and information books read aloud in a study with first, third, and fifth graders, Leal (1993) discovered that children who heard the informational storybooks participated in more animated discussions of factual information, made speculations twice as often, and stayed on topic longer. They also drew more often on responses of peers and were more likely to discuss extra-textual topics than children exposed to information books or storybooks. In another study in which books were read aloud, Leal (1994) found that third grade students learned and remembered more scientific concepts from an informational storybook than from an information book with the same content. (Leal used McNulty's How to Dig a Hole to the Other Side of the Earth and Cole's Magic School Bus going to the center of the Earth. I wonder how much of the "non-linear" text in the Magic School bus book was read to children in the study and how researchers dealt with charts and bubbles when they read the story narrative.)
In a study with third and fifth graders and adults, Lucas (1981) demonstrated that recall of factual information was better when it was presented in narrative as compared to expository formats. Maria and Johnson (1990) found that seventh and fifth graders were better able to learn scientific concepts associated with seasonal changes from narrative in an informational storybook than from two types of expository texts. Students who were exposed to the informational storybook had better recall of scientific concepts on delayed as well as immediate tests, and Maria and Johnson (1990) suggested that facts may be rendered more memorable when they are embedded in a narrative format. Researchers at the high school level, too, have reported positive results from linking laboratory experiences with literature that presents accurate scientific information and helps students dispell misconceptions (Stahl, Hynd, Glynn, & Carr,1996).
Given the evidence supporting narrative as a means of conveying scientific concepts, we have opted to create four informational storybooks for our primary education project--even though the more hard core scientists on our team are of the opinion that the term "informational storybook" may be an oxymoron and have some doubts about the use of this hybrid genre for science education.
Edna Brabham 361 Bellamy FSU
(904) 644s54 FAX (904) 644s60
Received on Wed 27 Nov 1996 11:31:19 AM CST
