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Journal articles on the topic 'Children's literature science'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Butzow, Carol M., and John W. Butzow. "Science through Children's Literature: An Integrated Approach." Science Activities: Classroom Projects and Curriculum Ideas 27, no. 3 (1990): 29–38. http://dx.doi.org/10.1080/00368121.1990.9956738.

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2

Patton, Jeffrey C., and Nancy B. Ryckman. "Map in Children's Literature." Cartographic Perspectives, no. 06 (June 1, 1990): 3–12. http://dx.doi.org/10.14714/cp06.1110.

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3

Hartati, Tatat, Eli Nurlela Andriani, Nana Supriatna, and Risma Nuriyanti. "Development of Children's Literature Book Based on Primary School Students’ Ecoliteration." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 1 (2021): 152. http://dx.doi.org/10.20961/shes.v4i1.48719.

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<p><em>Lack of student interest in literature is due to the low literacy of students. Therefore, one of the ways to improve the students’ literacy and ecological awareness is through children's literature . Hence, Ecoliteration-based children's literature books are considered to be used as learning support books, media as well as sources of learning Bahasa for elementary schools .This study aimed to determine the design of eco-literation-based children's literature models for elementary school students.. This study adopted a development research wich Educational Design Research (ED

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4

Ronau, Robert N., and Karen S. Karp. "Power over Trash: Integrating Mathematics, Science, and Children's Literature." Mathematics Teaching in the Middle School 7, no. 1 (2001): 26–31. http://dx.doi.org/10.5951/mtms.7.1.0026.

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WE HEARD THAT REMARK OVER AND over when we visited a class of sixth graders for a week in a nearby middle school. Through an integrated approach that incorporated literature to define a topic—in this instance, garbage—we linked concepts and activities in mathematics and science. This article shares a strategy for teaching organization, analysis, and representation of data using manipulatives and graphing calculators.

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5

Butzow, Carol M., and John W. Butzow. "Science, Technology and Society as Experienced Through Children's Literature." Bulletin of Science, Technology & Society 7, no. 3-4 (1987): 769–70. http://dx.doi.org/10.1177/027046768700700354.

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6

Butzow, Carol M., and John W. Butzow. "Science, Technology and Society as Experienced through Children's Literature." Bulletin of Science, Technology & Society 7, no. 5-6 (1987): 769–70. http://dx.doi.org/10.1177/0270467687007005-631.

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7

Seden, J. "Enhancing outcomes through children's literature." Vulnerable Children and Youth Studies 4, no. 2 (2009): 142–47. http://dx.doi.org/10.1080/17450120902887343.

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8

Weaver-Hightower, Rebecca. "Children's Literature and African Studies." Safundi 9, no. 4 (2008): 469–74. http://dx.doi.org/10.1080/17533170802349580.

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9

Royce, Christine A., and David A. Wiley. "Children's Literature and the Teaching of Science: Possibilities and Cautions." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 1 (1996): 18–20. http://dx.doi.org/10.1080/00098655.1996.10114350.

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10

Engalycheva, E. V. "Children's book in Siberia: a historiographic review." Bibliosphere, no. 4 (December 30, 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.

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The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literatur

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11

McKnight, Diane M. "Overcoming “ecophobia”: fostering environmental empathy through narrative in children's science literature." Frontiers in Ecology and the Environment 8, no. 6 (2010): e10-e15. http://dx.doi.org/10.1890/100041.

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12

DeMinco, Sandrea. "Death in Children's Literature: Connecting with Life." Illness, Crisis & Loss 3, no. 3 (1993): 13–19. http://dx.doi.org/10.2190/il3.3.c.

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13

GOSCILO, HELENA. "The Thorny Thicket of “Children's Literature”." Russian Review 73, no. 3 (2014): 341–53. http://dx.doi.org/10.1111/russ.10734.

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14

Manthorpe, J. "A Child's Eye View: Dementia in Children's Literature." British Journal of Social Work 35, no. 3 (2005): 305–20. http://dx.doi.org/10.1093/bjsw/bch183.

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15

McLean, Karen, Mellita Jones, and Clare Schaper. "Children's Literature as an Invitation to Science Inquiry in Early Childhood Education." Australasian Journal of Early Childhood 40, no. 4 (2015): 49–56. http://dx.doi.org/10.1177/183693911504000407.

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16

Scholl, J. F. "A Historical Picture of Family and Consumer Science Careers in Children's Literature." Family and Consumer Sciences Research Journal 37, no. 2 (2008): 185–90. http://dx.doi.org/10.1177/1077727x08325181.

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17

Ford, Danielle J. "Scaffolding Preservice Teachers' Evaluation of Children's Science Literature: Attention to Science-Focused Genres and Use." Journal of Science Teacher Education 15, no. 2 (2004): 133–53. http://dx.doi.org/10.1023/b:jste.0000044868.38737.88.

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18

GRAUERHOLZ, ELIZABETH, and BERNICE A. PESCOSOLIDO. "GENDER REPRESENTATION IN CHILDREN'S LITERATURE: 1900-1984." Gender & Society 3, no. 1 (1989): 113–25. http://dx.doi.org/10.1177/089124389003001008.

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19

Lesnik-Oberstein, Karin. "The Psychopathology of Everyday Children's Literature Criticism." Cultural Critique, no. 45 (2000): 222. http://dx.doi.org/10.2307/1354372.

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20

Oldfield, J. R. "Anti‐Slavery sentiment in children's literature, 1750–1850." Slavery & Abolition 10, no. 1 (1989): 44–59. http://dx.doi.org/10.1080/01440398908574974.

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21

Dowd, Frances. "Geography Is Children's Literature, Math, Science, Art and a Whole World of Activities." Journal of Geography 89, no. 2 (1990): 68–73. http://dx.doi.org/10.1080/00221349008979598.

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22

White, Donna R. "Science Fiction, Children's Literature, and Popular Culture: Coming of Age in Fantasyland (review)." Lion and the Unicorn 26, no. 1 (2002): 131–33. http://dx.doi.org/10.1353/uni.2002.0013.

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23

Hinton, Rachel. "Children's Participation and Good Governance: Limitations of the Theoretical Literature." International Journal of Children's Rights 16, no. 3 (2008): 285–300. http://dx.doi.org/10.1163/157181808x311141.

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AbstractChildren are an important stakeholder group; they constitute 34% of the world's citizens and their actions will determine our collective future. The UNCRC created consensus that children's views must be taken seriously. Yet their opinions have failed to inform the allocation of resources used in their name. Their views are rarely sought during scrutiny of government despite their valuable insights on the functioning of public institutions. This paper summarises the debates around children's participation and argues that there has been little dialogue across the academic fields. The lon

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24

El-Asmar, Fouzi. "The Portrayal of Arabs in Hebrew Children's Literature." Journal of Palestine Studies 16, no. 1 (1986): 81–94. http://dx.doi.org/10.2307/2537023.

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25

El-Asmar, Fouzi. "The Portrayal of Arabs in Hebrew Children's Literature." Journal of Palestine Studies 16, no. 1 (1986): 81–94. http://dx.doi.org/10.1525/jps.1986.16.1.00p0007d.

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26

Mohamed Bachir Hassan, Likae, and Rana Abdul Rahman. "La Traducción de la Literatura Infantil y su Influencia en el acercamiento de las Culturas." Al-Adab Journal 1, no. 119 (2018): 53–82. http://dx.doi.org/10.31973/aj.v1i119.336.

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Our work investigation is divided into two parts, the first part will be the framework in which we will give the explanation of the general concept of children's literature and translation of children's literature based on the opinions and theories of the most known researchers in this field, showing that children's literature from its origins to modern times, has been a social historical product, conditioned and determined by educational, philosophical, cultural, etc. factors prevailing in different historical moments. In the second part we discussed the practical framework of a work, t

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27

Bavidge, Jenny. "Stories in Space: The Geographies of Children's Literature." Children's Geographies 4, no. 3 (2006): 319–30. http://dx.doi.org/10.1080/14733280601005682.

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28

Davidson, Iain F. W. K., Gary Woodill, and Elizabeth Bredberg. "Images of Disability in 19th Century British Children's Literature." Disability & Society 9, no. 1 (1994): 33–46. http://dx.doi.org/10.1080/09687599466780031.

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29

Nair, Ramesh. "A content analysis of gender representation in Malaysian children's literature." Social and Management Research Journal 5, no. 2 (2008): 49. http://dx.doi.org/10.24191/smrj.v5i2.5159.

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Children's literature serves as a powerful medium through which children construct messages about their roles In society and gender Identity is often central to this construction. Although possessing mental schemas about gender differences is helpful when children organize their ideas of the world around them, problems occur when children are exposed to a constant barrage of uncompromising, gender-schematic sources that lead to stereotyping which in turn represses the full development of the child. This paper focuses on how gender is represented in a selection of Malaysian children's books pub

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30

Fleege, Pamela O., and Denisse R. Thompson. "Links to Literature: From Habitats to Legs: Using Science-Themed Counting Books to Foster Connections." Teaching Children Mathematics 7, no. 2 (2000): 74–78. http://dx.doi.org/10.5951/tcm.7.2.0074.

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Principles and Standards for School Mathematics (NCTM 2000) recommends that the elementary school curriculum provide opportunities for students to connect mathematics with other subject areas. The elementary school science curriculum is one area in which such connections are natural. In particular, National Science Education Standards (NRC 1996) recommends that mathematics and science be integrated “to enhance student use and understanding of mathematics in the study of science and to improve student understanding of mathematics” (p. 214). With the increasing availability of children's books t

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31

Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis." Bibliosphere, no. 4 (December 30, 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.

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The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be calle

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32

Murray, Gail S. "Rational Thought and Republican Virtues: Children's Literature, 1789-1820." Journal of the Early Republic 8, no. 2 (1988): 159. http://dx.doi.org/10.2307/3123810.

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33

Singh, Harprit Kaur, Mary Ellen Macdonald, and Franco A. Carnevale. "Considering medical assistance in dying for minors: the complexities of children’s voices." Journal of Medical Ethics 46, no. 6 (2020): 399–404. http://dx.doi.org/10.1136/medethics-2019-105762.

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Medical assistance in dying (MAID) legislation in Canada followed much deliberation after the Supreme Court of Canada’s ruling in Carter v. Canada. Included in this deliberation was the Special Joint Committee on Physician Assisted Dying’s recommendation to extend MAID legislation beyond the inclusion of adults to mature minors. Children's agency is a construct advanced within childhood studies literature which entails eliciting children’s voices in order to recognise children as active participants in constructing their own childhoods. Using this framework, we consider the possible extension

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34

Rauch, Alan. "A World of Faith on a Foundation of Science: Science and Religion in British Children's Literature: 1761-1878." Children's Literature Association Quarterly 14, no. 1 (1989): 13–19. http://dx.doi.org/10.1353/chq.0.0681.

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35

Beckett, Angharad, Nick Ellison, Sam Barrett, and Sonali Shah. "‘Away with the fairies?’ Disability within primary‐age children's literature." Disability & Society 25, no. 3 (2010): 373–86. http://dx.doi.org/10.1080/09687591003701355.

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36

Midkiff, Ruby Bostick, and Mary McCart Cramer. "Stepping Stones To Mathematical Understanding." Arithmetic Teacher 40, no. 6 (1993): 303–5. http://dx.doi.org/10.5951/at.40.6.0303.

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Educators tend to think of children's books as being used primarily in language arts, reading, and, perhaps, science and social studies and limited to specific grade levels. However, the scope should be broadened to include literature as a stepping stone to mathematical understanding. Books that primary-grade students enjoy can facilitate mathematical understanding in older students, and book on higher reading level can be read to younger students for the same reason. Children's literature presents a natural way to connect language and mathematics.

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37

Kirk, Kerry Ann, and Jerry Karbon. "Environmental Content in Award-Winning Children's Literature: 1960 through 1982." Journal of Environmental Education 17, no. 3 (1986): 1–7. http://dx.doi.org/10.1080/00958964.1986.9941411.

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38

Sweeney, Kathryn A. "Cultural naming practices in children's literature with adoption themes." Children's Geographies 14, no. 5 (2016): 497–512. http://dx.doi.org/10.1080/14733285.2015.1121538.

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39

Larkin, Elizabeth, G. Patricia Wilson, and Maria Freer. "Images of Old: Teaching About Aging Through Children's Literature." Journal of Intergenerational Relationships 11, no. 1 (2013): 4–17. http://dx.doi.org/10.1080/15350770.2013.755068.

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40

Br Ginting, Meta Melisa, Mutsyuhito Solin, and Wisman Hadi. "Development of Children's Literature Reading Materials to Support SDN 028228 Binjai Student Literacy Activities." Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, no. 1 (2021): 101–7. http://dx.doi.org/10.33258/biolae.v3i1.415.

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This research is motivated by the lack of availability of reading materials for children's literature, reading materials that are not suitable for the age of growth and development of children's psychology, then students have an interest in reading, and reading habits are not yet entrenched, so it is necessary to develop varied reading materials and support students in activities. literacy. Children's literature reading materials are needed at SDN 028228 Binjai to support students' literacy activities. This study aims to determine the results of the development of children's literature reading

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41

Schiller, Justin G. "Tales for Little Rebels: A Collection of Radical Children's Literature." American Communist History 9, no. 1 (2010): 91–92. http://dx.doi.org/10.1080/14743891003665176.

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42

Choi, Byung-Kil. "Theoretical Study on the 'Literature-Art-Science' Integrated Education Programs for Improving Children's Fused Creativity." KOREA SCIENCE & ART FORUM 15 (March 31, 2014): 401. http://dx.doi.org/10.17548/ksaf.2014.03.15.401.

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43

Nordstrom, Virginia. "Reducing the text burden: Using children's literature and trade books in elementary school science educaton." Reference Services Review 20, no. 1 (1992): 57–70. http://dx.doi.org/10.1108/eb049147.

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44

Frank, Marietta. "Science Fiction, Children's Literature, and Popular Culture: Coming of Age in Fantasyland (review)." Children's Literature Association Quarterly 26, no. 4 (2001): 213–14. http://dx.doi.org/10.1353/chq.0.1338.

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45

Roces, Laura, and Santiago García-Granda. "Crystallography through children's literature: The Curious Monster book series." Acta Crystallographica Section A Foundations and Advances 72, a1 (2016): s439. http://dx.doi.org/10.1107/s2053273316093554.

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46

McLeod, Madison. "An Initial Foray into the Digital Mapping of London in Children's and Young Adult Literature." International Research in Children's Literature 14, no. 1 (2021): 67–77. http://dx.doi.org/10.3366/ircl.2021.0378.

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What kinds of urban places give rise to magic in children's and young adult fantasy literature? Thinking specifically of London, is it the ancient, twisty, almost secret backstreets that seem only visible to those in-the-know that convey magical possibilities waiting to be discovered? Or is it the eclectic mix of whimsical buildings with their beautiful spires and domes alongside dreary tower blocks and council estates that gives us the sense that anything can happen in the city – that anyone can live in and move through London, including wizards, waifs, princesses, and poltergeists? The origi

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47

Kos, Marjanca, Brigita Šuperger, and Janez Jerman. "EARLY SCIENCE OUTDOORS: LEARNING ABOUT TREES IN THE PRESCHOOL PERIOD." Problems of Education in the 21st Century 64, no. 1 (2015): 24–37. http://dx.doi.org/10.33225/pec/15.64.24.

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The natural environment is known to be a perfect place for learning early science and there is a lot of literature describing activities for children in the forest. Yet there is a lack of concrete data illustrating how much children can actually learn through such activities. The aim of the research was to establish children’s progress in their knowledge about trees and in process skills they gained through structured activities and free play in the forest. A quasi-experiment with one control and one experimental group was carried out, each comprising 16 children aged 5–6 years. The state of t

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48

Perrot, Jean. "On Butterflies: Stories and Fables for Children from the 17th Century to the Present Day." Diogenes 50, no. 2 (2003): 41–54. http://dx.doi.org/10.1177/0392192103050002005.

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In this article, a chapter from a more general study, the butterfly is considered as an arresting `index', highlighting the evolution of children's culture and the relationships between science and literature. Comparing Furetière's knowledge of this insect, as set out in his Dictionnaire universel (1690), to its literary representations in Charles Perrault's or Fénelon's tales, helps to assess the context in which children's literature came to be written within the higher circles of the Versailles Court society. It also explains some aspects of the `Querelle des Anciens et des Modernes'. Flyin

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49

Cook, Timothy E. "The Newbery Award as Political Education: Children's Literature & Cultural Reproduction." Polity 17, no. 3 (1985): 421–45. http://dx.doi.org/10.2307/3234652.

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50

Zur, Dafna. "Let's Go to the Moon: Science Fiction in the North Korean Children's Magazine Adong Munhak, 1956–1965." Journal of Asian Studies 73, no. 2 (2014): 327–51. http://dx.doi.org/10.1017/s0021911813002404.

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Science fiction narratives appeared in the North Korean children's magazine Adong munhak between 1956 and 1965, and they bear witness to the significant Soviet influence in this formative period of the DPRK. Moving beyond questions of authenticity and imitation, however, this article locates the science fiction narrative within North Korean discourses on children's literature preoccupied with the role of fiction as both a reflection of the real and a projection of the imminent, utopian future. Through a close reading of science fiction narratives from this period, this article underscores the

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