Science Learning In Picture Book Reading

Qualitative methods were applied to the current research to investigate children’s science learning behaviors in picture book reading, aiming to provide empirical evidences for reading as an important approach to children’s science learning. The researcher described the children’s science learning behaviors in picture book reading, summarized the characteristics of their science reading and provided suggestions for the teachers and parents who guided children’s reading.The researcher observed and interviewed 31 children, collected their behavioral samples in science picture books reading. Analysis was conducted from three dimensions:scientific knowledge and experiences, scientific methods of skills, and scientific attitude. The results demonstrated the existence of science learning behaviors in children’s picture book reading In scientific knowledge and experience aspect, they connected new information to existing experiences, accepted the new information, renewed their knowledge, and remembered the new-known. In scientific methods and skills aspect, they observed and compared things, communicated with the others. In scientific attitude aspect, they showed curiosity and interest in the science content related the picture books, and raised questions. Finally, the researcher summarized the characteristics of children’s science learning into four points: One was to get rich, simple but scientific experience in a relatively short period of time; two, the static process, perceptual learning style; three, close connection to everyday experiences, four,in interacting with the scientific books, to share, to build up and perfect the scientific experience. According to researchers in sharing reading instruction mode and children, researchers proposed guide children in science learning in reading picture books, one is the experience of children, to "teach" the scientific concept of "no"; two, the form of interactive fun, increase the fun of learning science; three, pay attention to the children’s series, details, to help children in the promotion of scientific experience; four, the children found in reading the problem as an opportunity to further explore the scientific interest, stimulate and guide.