Sympathy, empathy, respect, admiration, affection: These are not words normally found in the science texts of primary level classrooms, and the emotions they name are not ordinarily associated with the teaching of science. Yet the young writer quoted above communicates an involvement with small creatures —even an urgency —that was learned through literature. And this emotional involvement was gained right along with a knowledge of spider anatomy, web building and feeding habits. Through literature—storybooks — this student learned science content intertwined with values.
Moser, S. (1994). Using Storybooks To Teach Science Themes. Reading Horizons: A Journal of Literacy and Language Arts, 35 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol35/iss2/4