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In the 21st century, amidst the widespread adoption of the Next Generation Science Standards, many elementary teachers find it challenging to consistently incorporate science instruction. Although the research literature indicates that using science‐based content in the literacy block has the potential to improve student achievement in both areas, the process of identifying high‐quality picture books can be challenging. Thus, the authors analyzed the annual Teachers' Choices lists from 2000‐2019, identifying 134 science‐based books to determine their potential for integration with literacy instruction. Findings suggest the majority are engaging and provide accurate science content pertaining primarily to life science. Narrative and non‐narrative information texts dominate the selections, and science‐based biographies appear for the first time. Overall, the analysis indicates that the Teachers' Choices books can be used as a resource for identifying high‐quality, science‐based picture books useful for introducing challenging science content in elementary classrooms. [ABSTRACT FROM AUTHOR]

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must consider preservice teachers 'epistemic beliefs (Cady, Meier, & Lubinski, 2006a) as it influences their interpretation of the teacher education program. In this study, preservice teachers 'epistemic beliefs were identified, their beliefs about mathematics and science teaching and learning were identified and compared, and their descriptions of lessons that integrated mathematics and science were assessed. Findings suggest that preservice teachers made decisions based on an external locus of control and harbored greater anxiety about teaching math as compared to teaching science. They also indicate that the integration of mathematics and science in lesson plans was contrived. [ABSTRACT FROM AUTHOR]

This article presents a study on the quality of the science-related picture books in the Teachers' Choices booklist for classroom use. The quality of the books were analyzed through a nationally recognized standards for developmentally appropriate science content, the National Science Education Standards by the U.S. National Research Council. Visual features were also considered a factor in selecting a high-quality picture book for science teaching. One of the science picture books with high quality in terms of content, visual features and genre is "Around One Cactus: Owls, Bats and Leaping Rats."

The article focuses on the 5E model of science teaching which can be used by science teachers to market science to their students. Teachers can capture students' attention through engagement which can be in the form of reflective question or mystery object. During a sales presentation of a certain product related to science, a teacher must explain to students some things about the product. Teachers must encourage students to conduct an evaluation of their understanding through the results of laboratory activities.