Big Books Have a Big Impact on Elementary Science Education

Abstract

Preservice elementary teachers are faced with the daunting task of learning enough about every subject to support their students’ development of foundational ideas. Teacher preparation programs and professional development providers therefore have the challenge of supporting those preservice and in-service teachers by providing content and methods courses in all core subject areas. These initiatives often put an emphasis on math and reading rather than science, as these subjects are tested most often and serve as the gatekeepers to other content. Infusing a literacy component into a science course for preservice and in-service teachers allows for connections to be made across content areas and supports the initiatives in reading teachers are expected to implement. This article discusses how the Big Book Project provides an opportunity to infuse literacy content, as preservice and in-service teachers in science for educators courses apply their knowledge of literacy to demonstrate their understanding of science concepts in a way that will be palatable to students in their K–5 classrooms.

Additional information

Notes on contributors

Rachel Hallett-Njuguna

Rachel Hallett-Njuguna ([email protected]) is an assistant in research at Florida State University’s Learning Systems Institute in Tallahassee, Florida, and a project director for a U.S. Department of Education-funded grant in the School of Teacher Education at the University of Central Florida in Orlando, Florida.