Scholarlink

<p>Picturebooks are one tool teachers of all disciplines can use to introduce scientific concepts and ways of thinking. The many recent shifts in nonfiction science picturebooks for young children include increased backmatter and other peritextual elements, exemplifying how the genre of nonfiction science picturebooks continues to evolve, resulting in a need to explore the potential implications of these evolutions, especially regarding disciplinary literacy. This study seeks to understand <i>how the peritextual elements in NSTA award-winning picturebooks contribute to young readers’ understandings of scientific practices?</i> This content analysis of 45 NSTA award-winning nonfiction children’s picturebooks (2012–2020) for young children includes findings of subgenre, peritextual features, and NGSS Scientific Practices evident in the corpus. Determinations illuminate how the peritext of award-winning nonfiction picturebooks reflects an evolution of nonfiction children’s picturebook as a genre, as well as how the peritext offers models of foundational scientific practices and ways of thinking for young children. Findings demonstrate how allowing students to actively engage in these texts not only apprentices readers into the scientific ways of thinking and being, but also brings the scientific concepts to life and into their worlds.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Scientific Practices and the Peritext: A Resource for Understanding the Genre of Nonfiction Children’s Literature and Scientific Apprenticeships

  • 期刊论文

  • 发表日期：

    2026年3月7日

查看全文
  • Courtney Shimek,
  • Jennifer M. Graff,
  • Tori Golden Hughes

摘要

Picturebooks are one tool teachers of all disciplines can use to introduce scientific concepts and ways of thinking. The many recent shifts in nonfiction science picturebooks for young children include increased backmatter and other peritextual elements, exemplifying how the genre of nonfiction science picturebooks continues to evolve, resulting in a need to explore the potential implications of these evolutions, especially regarding disciplinary literacy. This study seeks to understand how the peritextual elements in NSTA award-winning picturebooks contribute to young readers’ understandings of scientific practices? This content analysis of 45 NSTA award-winning nonfiction children’s picturebooks (2012–2020) for young children includes findings of subgenre, peritextual features, and NGSS Scientific Practices evident in the corpus. Determinations illuminate how the peritext of award-winning nonfiction picturebooks reflects an evolution of nonfiction children’s picturebook as a genre, as well as how the peritext offers models of foundational scientific practices and ways of thinking for young children. Findings demonstrate how allowing students to actively engage in these texts not only apprentices readers into the scientific ways of thinking and being, but also brings the scientific concepts to life and into their worlds.