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ERIC Number: EJ893517
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1350-4622
Exploring Instructional Strategies to Develop Prospective Elementary Teachers' Children's Literature Book Evaluation Skills for Science, Ecology and Environmental Education
Hug, J. William
Environmental Education Research, v16 n3-4 p367-382 2010
This article is an auto-ethnographic account of the development of a children's literature book critique assignment by a science teacher educator sharing instructional dilemmas and pedagogical responses. Prospective elementary teachers enrolled in an elementary school science teaching methods course in the US selected and evaluated children's literature books with science, environment and nature content. The book critique assignment sought to enhance prospective elementary teachers' ability to evaluate the quality of children's environmental literature books for use in elementary school classrooms. Prospective elementary teacher responses for two characteristics, scientific accuracy and anthropomorphism, are presented demonstrating a range of sophistication in their understanding of these concepts. The discussion explores insights into prospective elementary teachers' thinking with implications for science, ecology, natural history and environmental education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A