Abstract
Elementary students perceive scientists in stereotypical ways. This study examined the influence of historical, nonfiction trade books on children’s images of scientists. Of the 13 self-contained third grade classrooms (n=156), six randomly assigned teachers were instructed to read one trade book each week for six weeks to supplement their modular/kit-based instruction (n=72). The other seven classrooms received only modular/kit-based instruction (n=84). In the evaluation of their drawings, the treatment group demonstrated a broader perception of who does science, where science is done, and what activities scientists do, and they were able to maintain their broadened perception for four weeks after the intervention.
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Farland, D. The effect of historical, nonfiction trade books on elementary students’ perceptions of scientists. J Elem Sci Edu 18, 31–47 (2006). https://doi.org/10.1007/BF03174686
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DOI: https://doi.org/10.1007/BF03174686