The potential of a fantasy story picture book for learning biology in early years

There are mixed research findings regarding the use of fantasy elements in educational stories, although the narrative approach to learning biology and science in early childhood is supported. The study’s aim was to create a fantasy story picture book about the biology of the olm (Proteus anguinus L. a depigmented cave salamander with rudimentary eyes), to develop an approach to using it as a tool for learning early biology and to investigate its effectiveness. The story’s targeted content included animal morphology, physiology, ecology and systematics. Also included was a short informative text about caves and olm biology. Eighty-eight 5- to 6-year-olds participated in the study. Pre-tests in the form of individual semi-structured interviews were conducted before the children had the story read to them while looking at the accompanying illustrations. A connection between fantasy and the real world was thereby established through the informative text. Post- and late post-tests were conducted, with the results showing a significant improvement in the children’s knowledge of scientifically relevant facts. In summary, if the distinction between fantasy and reality in the intervention is clear, the story’s fantasy elements do not hinder the learning of biology in early childhood.