Examining Pre-Service Teachers’ Integration of Science and Literacy through Trade Books

Main Article Content

Ian C. Binns
Amanda R. Casto
Drew Polly
Steven T. Bickmore


The purpose of this investigation is to examine how teacher candidates create and teach lesson plans that include trade books and the 5E model of inquiry science. Specifically, this study examines how elementary school teacher candidates, enrolled in a science methods course, intended to use trade books to teach interdisciplinary science and English/Language Arts lessons using the 5E Model of Instruction (Bybee, 1997). Inductive qualitative analysis reveals that science trade books can be used to increase the amount of class time spent on science. Implications for elementary preservice teacher preparation programs are discussed.

Article Details

Research / Empirical
Author Biography

Ian C. Binns, University of North Carolina at Charlotte

Department of Reading and Elementary Education

Assistant Professor