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Abstract
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.
Acknowledgements
I would like to thank the anonymous reviewers and guest editors of Environmental Education Research for their invaluable comments on earlier drafts of this manuscript.
