The present study examines the pedagogical use of reading aloud of science trade books as an effective tool for teaching nature of science (NOS) to elementary students. To this end, we explore elementary teachers’ and students’ dialogic negotiation of NOS during interactive science read-alouds, as well as potential interactions between their sense-making patterns, NOS views, and trade-book representations of NOS. It was found that, when a book had explicit NOS aspects in it, a teacher with more informed NOS views was able to facilitate a more extended, open-ended, and inclusive discussion about NOS. Conversely, when the trade book had very explicit connections, a teacher with naïve NOS views was able to only superficially address these NOS aspects without going beyond or elaborating on the information available in the book. Furthermore, the latter discussion was characteristically close-ended, exclusive of students, and limited in sense-making. These findings underscore the need for further investigation of how particular NOS aspects are narrativized in science trade-books, and how elementary teachers can effectively guide students while facilitating explicit negotiation of particular types of trade book representations of NOS during interactive science read-alouds. It is argued that improving elementary science instruction requires a more sophisticated, theory-based understanding of how NOS instruction is mediated by stories and storytelling.

本研究考察了大声阅读科学贸易书籍的教学方法，将其作为向小学生教授自然科学（NOS）的有效工具。为此，我们探讨了在互动式科学朗读过程中初级教师和学生对NOS的对话协商，以及他们的感性模式，NOS观点和NOS的交易手册表示之间的潜在相互作用。结果发现，当一本书中包含明确的NOS方面时，具有更丰富的NOS观点的老师能够促进对NOS的更广泛，开放性和包容性的讨论。相反，当贸易书中有非常明确的联系时，具有幼稚的NOS观点的老师只能从表面上解决这些NOS方面的问题，而不会超出或详述书中的可用信息。此外，后者的讨论通常是封闭式的，不包括学生，而且意义有限。这些发现强调了有必要进一步研究如何在科学贸易书中详细介绍特定的NOS方面，以及基础教师如何在有效地指导学生的同时，在互动式科学阅读期间促进对NOS特定类型的贸易书表示形式的明确协商。有人认为，改善基础科学教学需要对故事和讲故事如何介导NOS教学进行更复杂的，基于理论的理解。以及在互动式科学朗读过程中，基础老师如何有效地指导学生，同时促进对NOS特定类型的商业书本表示形式的明确协商。有人认为，改善基础科学教学需要对故事和讲故事如何介导NOS教学进行更复杂的，基于理论的理解。以及在互动式科学朗读过程中，基础老师如何有效地指导学生，同时促进对NOS特定类型的商业书本表示形式的明确协商。有人认为，改善基础科学教学需要对故事和讲故事如何介导NOS教学进行更复杂的，基于理论的理解。