Childrens Literature and Environmental Issues - Heart Over Mind
Childrens Literature and Environmental Issues - Heart Over Mind
Language Arts
Volume 40 Article 2
Issue 3 January/February 2000
2-1-2000
Leigh Monhardt
Westminster College
Recommended Citation
Monhardt, R., & Monhardt, L. (2000). Children's literature and environmental issues: Heart over mind?.
Reading Horizons: A Journal of Literacy and Language Arts, 40 (3). Retrieved from
https://scholarworks.wmich.edu/reading_horizons/vol40/iss3/2
Rebecca Monhardt
Utah State University
Leigh Monhardt
Westminster College
ABSTRACT
may be used to facilitate language and literacy learning (Horney and An-
derson-Inman, 1999; MacArthur, 1999). For example, with the click of a
computer mouse, children can travel the Oregon trail, publish books,
meet undersea creatures, and take virtual tours through the animal king-
dom.
The use of children's literature in the teaching and learning of sci-
ence is a topic of interest to both science education researchers and class-
room teachers (Mayer, 1995; Cooter & Flynt, 1996; Neal & Moore,
1991; Royce and Wiley, 1996; Schallert & Roser, 1996; Vacca and
Vacca, 1996; Butzow, and Butzow, 1988). While some research studies
have shown that the integration of children's literature and science en-
hances literacy development, increases student understanding of difficult
scientific concepts and increases interest and participation in science
(Yore & Shymansky, 1991), other studies present a less positive view of
incorporating children's literature into science classes (Mayer, 1995;
Rosenblatt, 1991). From the points-of-view of many elementary teachers,
incorporating children's literature into a science program is seen as a
positive innovation, and understandably so. Many elementary teachers
may feel ill-prepared to teach science (Pratt, 1982) yet feel very compe-
tent in using children's literature in their elementary classrooms. Finding
time for science also is a problem faced by many elementary teachers.
There is often little time for science in an overcrowded curriculum, but it
can be "worked in" when integrated with children's literature.
There are numerous ways in which fiction and nonfiction books can
be used in an elementary science classroom. Probably the most common
way children's literature is used in elementary science is to provide
factual information about a given topic. Children's books can provide a
depth and richness not found in textbooks because children's literature is
usually limited to one topic rather than the broad but often superficial
coverage of topics in most science textbooks. Because science content is
presented within the world that students know, they are able to make
connections between science concepts and their personal worlds.
Abstract concepts become more understandable when they are presented
in a context that children can relate to (Butzow & Butzow, 1989; Dowd,
1991). Children's books can also create interest in a topic because they
are enjoyable, fun to read and relevant to children (Casteel and Isom,
1994; Crook and Lehman, 1990; Hammond, 1992; Stiffler, 1992).
Additionally, using children's literature in a science classroom can
Children's literature & Environmental 177
CHILDREN'S L I T E R A T U R E A N D E N V I R O N M E N T A L E D U C A T I O N
The goal of this study was to describe the effects of children's lit-
erature on students' existing attitudes and beliefs toward environmental
issues. The focus was on one particular purpose for using children's lit-
erature in science — to integrate affective and cognitive ways of know-
ing. Using There's an Owl in the Shower by Jean Craighead George as
an organizer, two sixth grade classes studied environmental principles
related to endangered species and reexamined their existing beliefs.
Within a Science, Technology, and Society (STS) framework, students
were encouraged to make judgments about endangered species based on
environmental principles and their personal values. Dowd (1991) states
that fictitious stories about nature which incorporate scientific facts can
increase children's understanding of ecological principles and environ-
mental problems and Moser (1994) suggests the use such books can
contribute attention to values as well as knowledge.
Research by Rosenblatt (1991) identifies two methods by which
students read: reading for content (efferent reading) and focusing on
feelings while reading (aesthetic reading). The aesthetic method of
reading is one that is given less attention in science classes and there is
little research on the effect of this kind of reading on students' attitudes
and perceptions. The aesthetic dimension is believed to help children
make connections between facts more easily when they are engaged in
the story (Crook, 1990). Children's literature, unlike most science text-
books, deals with controversial science related issues in which the reader
can gain insight beyond simply knowing "the facts" (Morrow, Pressley,
Smith & Smith, 1997).
There's an Owl in the Shower is an example of a book that lends
itself to aesthetic reading because the story evokes an emotional response
from the reader. The purpose of using the book as part of the
178 READING HORIZONS, 2000, éSL (3)
DESCRIPTION O F T H E PROJECT
Participants
Approximately 35 sixth grade students took part in this project and
comprised the entire sixth grade of a rural Idaho middle school. The
school is located in a rather isolated setting and draws students from
three communities, all with populations of less than 500 people. The
school community is composed of modest, working class families who
have to work very hard to support their large families. Most of the stu-
dents live on farms and many are avid hunters. In fact, the first day of
deer season in this community is a school holiday. Before sixth grade,
students have limited experiences with science and in sixth grade stu-
dents are departmentalized for their core subjects, including science. The
teacher who facilitated this project had 10 years of science teaching ex-
perience, a Ph.D. in science education and extensive experience in using
a Science Technology and Society philosophy in teaching science.
Instructional strategies
There's an Owl in the Shower by Jean Craighead George was the
fictional story that provided the organizer for the sixth grade science unit
on endangered species. The story is set in a small logging community in
northern California where a debate is raging between environmentalists
who want to protect the spotted owl and loggers who want to protect
their jobs. Protection of the spotted owl's habitat has cost the main
character's father his job as a logger, and the young boy sets out to kill
any spotted owl he sees. When the boy discovers an owlet lying on the
ground, he decides to rescue it, assuming because it doesn't have any
spots, it must be a barred owl As the owlet matures, it becomes clear
that it is actually a spotted owl. In taking care of the owlet, the boy and
his father come to realize how important the creature is to a healthy eco-
system.
Children's literature & Environmental 179
During the course of the reading of the book, the teacher conducted
numerous science and language activities to emphasize the science con-
tent that was a part of the story. The students dissected owl pellets to get
an understanding of the diet of owls and their place in the food web.
Students also participated in activities from both Project Wild and Pro-
ject Learning Tree curriculums as well as teacher-developed activities.
The purpose of these activities was to assist students in developing an
understanding of the importance of food chains, food webs, overpopula-
tion, natural resources and ecosystems. Students' understanding of key
ideas was assessed through journal writing, the creation of a children's
book based on an environmental issue, and the creation of informational
pamphlets on a chosen local endangered species. Based on these forms
of assessment, the teacher determined that students had a good under-
standing of each of these environmental concepts.
Table 1
AFTER READING
PRETEST STORY POST-TEST
Favored people's
rights over that of
animals 41% 19% 30%
Favored animals
rights over the rights
of people 44% 69% 57%
Undecided
15% 12% 13%
DISCUSSION
REFERENCES
Appendix A
Scenario
Tony and Jennifer have been helping on the family farm since they
were very little. It is their job to help clean the barns, pick rocks in the
fields, move water pipes and help milk cows very early in the morning
before school. Both Tony and Jennifer have learned to drive a tractor
and know the importance and expense of buying and maintaining farm
equipment.
The family has recently been told by government officials that some
of their farming practices are harming wildlife in the area. They are be-
ing instructed to make changes in their farming practices or they will
have to pay very high fines.
Tony and Jennifer find out that to change their current farming
practices will cost a lot of money. The family is worried that they may
have to drastically change their lifestyle due to loss of money and it
could possibly result in the loss of their farm.
1. Do you think it is fair that people should have to change the way they
make a living in order to protect wildlife?
Appendix B
1. Pick one side of this issue that you support: loggers or environmen-
talists.
2. Tell why you support this side. (Give specific reasons to back up
your answer!)