Children can gain a lot from reading more science stories. As well as enjoyment and education, there are a few other benefits too that you might not expect!
1. Improved understanding of science
This is probably the most obvious benefit! Reading stories with accurate science concepts allows children to gain a greater understanding of science. Stories put all the facts and concepts on the curriculum into a meaningful context in a narrative format which is much easier for children to digest and remember.
Several studies have tested this and shown that classes who are read science stories perform better on science tests compared to classes who are taught only using more traditional methods.
2. Learning new words
Researchers have discovered that children of any primary school age are able to add an average of 3-4 new words to their vocabulary per story. As learning new terminology is a vital part of primary science, hearing the words put into context in stories is a great way to introduce them to children.
Additional studies have found that when new words are placed in a rhyming pattern, this can further enhance how well the children learn and remember the words. For example, if the target word is “condensation” and it is in a rhyming couplet with “location” (as is the case in The Adventures of Walter the Water Droplet), this can have a greater impact that just hearing the word condensation in a normal sentence. This is because when children pick up on a rhyming pattern, they are thinking about what word is going to come next so are engaging more with the text and the particular words used.
3. Increased literacy skills
One perhaps unexpected benefit of reading science storybooks is that it can enhance children’s skills in other subjects too. Researchers looking into the impact of science stories on children’s learning found that a class who were read science stories showed improved literacy skills compared to a class that learnt science using more traditional methods. This increase in literacy skills was even higher compared to a class who experienced the same exposure to literature that was not science related.
4. Changes in attitudes and values
In addition to learning science concepts, children have also been found to gain new values from science themed storybooks, such as to recycle more or use less plastic. Many books relating to climate change and plastic pollution written for children also carry a moral message to look after the environment. A study found that after reading such an informative story about whales, children actively become more interested in whale adoption charities and watching nature programmes, demonstrating the lasting impact such stories can have.
Stories allow children to connect to characters and often provide a more meaningful context to the topic, so it is easy to see why stories can have more of a lasting impact than a list of facts or statistics.
5. Starting a discussion
Reading a science story as a class can be a great way to initiate a conversation about the science covered in the book. A study found that students were more interested in discussing the content of informational storybooks compared to non-fiction books of similar content.
In my own research, several primary school teachers have commented on the discussions that my stories sparked. In reviewing Grandma’s Garden, a teacher wrote “Children were engaged and liked the rhyme patterns as well as joining in with the scientific content. Created discussion and supported children with misconceptions of what plants need to grow.”
6. Decreased stereotypical views of scientists
Most children and even adults hold a very stereotypical “mad-scientist” images of scientists – usually elderly white men with lab coats, glasses or goggles, and crazy hair. This creates an issue when suggesting a scientific career to children as they just can’t see themselves in that image.
Children’s science-related storybooks present an opportunity to address the lack of diversity in the STEM workforce and introduce a diversity of relatable characters who engage with science. This may help to dispel stereotypes and show children from an early age that scientists can look like them too.
Research has shown that reading stories about scientists can having an impact on children’s views of who scientists are and what they do. A study looking at stories presenting women in non-traditional careers found that many young girls changed their aspirations after reading such books and even maintained their new career goals up to a year later.
Dispelling stereotypes was at the forefront of my mind when writing Not All Scientists Wear Lab Coats. This was greatly appreciated in the feedback I received during the development phase. For example, a primary school teacher wrote, “this book is PERFECT for the message we try to convey to our children. We do a lot of work around jobs and career journeys and at the moment, we are really focusing on challenging stereotypes in jobs roles (one of which we looked at recently was a scientist) so this would fully support that”.
7. Greater interest in science
Science storybooks may still be a novel experience to many children. They present science in an entirely new way. If children become engaged with a story that happens to also include science or a story about scientists or engineers this may just spark a greater interest in science in general. This could lead to seeking out more science content and activities and perhaps even inspire some children to consider a career in STEM for themselves. Which leads nicely on to my next point…
8. Increased Science Capital
Science capital is often described as a “hold-all” of a person’s science related interests, attitudes, behaviours and contacts. Over time, if parents or carers regularly read science related stories to their children, this stands to increase their science capital as they would be consuming more science content, just by reading the books. It may also increase their science capital in other ways too as stories can ignite a curiosity and start a conversation. If children discuss science more with their parents, this initial interest could evolve into consuming other types of science content, such as documentaries and even visiting science centres, thereby even further increasing science capital. Children with higher science capital are more likely to become scientists and engineers themselves.
