Teaching science in the early years of primary education presents a considerable challenge for many teachers. Stories about animals, plants, and objects are an effective way to introduce science, as students easily relate to them. This emotional engagement serves to further motivate them to explore and reflect on science-related topics. Picture books can be integrated at different stages of the lesson—whether as an introductory motivational element, a means of consolidating newly introduced topic, or as part of the lesson’s conclusion. Stories are a powerful tool because they connect students' own ideas to scientific explanations, making abstract concepts more accessible and raising enthusiasm for science.

In this context, we have created guidelines for teachers on selecting science picture books along with a list of 33 picture books suitable for teaching natural science concepts. These books are systematically organised according to learning content and aligned with the curricular objectives for science subjects in the first three years of primary schooling in Slovenia.

In this contribution, a study is presented in which the progress in knowledge, the understanding of science concepts and the responses of a selected group of students when dealing with the thematic unit of time in the second grade of primary school using picture books were observed. The aim of the present study was to investigate the effects of teaching with picture books on students' situational interest and active participation in lessons, as well as to examine the opinions of primary school teachers on this type of teaching. The research comprised knowledge tests, observation sheets, recordings of lessons, structured interviews, and a questionnaire for students.

The results of the study showed that students who were taught with picture books showed notable gains in their knowledge of the thematic unit of time and felt comfortable in class. A high level of situational interest and active engagement was observed throughout the lessons. Teachers participating in the study also expressed positive views and confirmed that picture books are a teaching tool that contributes to a better understanding of science concepts as well as to a better atmosphere in the classroom, greater student activity and the overall students' attitude to science. The survey demonstrated that picture books can serve as effective teaching aids, offering numerous benefits for students and teachers in the initial years of primary education.

The present study has been designed to contribute to the development of effective teaching practices in science education by exploring the potential of integrating picture books more comprehensively into the curriculum. Moreover, it stresses their value for interdisciplinary approaches, demonstrating that the use of picture books extends well beyond language lessons and offers substantial opportunities for enriching learning across various curricular areas.

Keywords: Science education, early primary science concepts, picture books, interdisciplinary approach.