Storybook STEM Convening Recommendations

July 1st, 2020 | RESEARCH

In December of 2019, TERC and the University of Notre Dame convened 21 early childhood reading, family learning, and informal STEM education experts to explore the role of children’s fiction books as a tool for supporting STEM learning with young children and their families. Through the discussions, the group developed a series of recommendations for future research and practice, with a particular focus on integrating diversity and equity perspectives into the use of storybooks.

Document

StorybookSTEM_1page.pdf

Team Members

Scott Pattison, Principal Investigator, TERC
Gina Navoa Svarovsky, Co-Principal Investigator, University of Notre Dame

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 1902536

Related URLs

Storybook STEM: Professional Convening for Cross-Sector Understanding of Children's Literature as a Tool for Supporting Informal STEM Learning

Tags

Audience: Educators | Teachers | Evaluators | Families | Learning Researchers | Museum | ISE Professionals | Pre-K Children (0-5)
Discipline: Education and learning science | General STEM
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Comics | Books | Newspapers | Conferences | Informal | Formal Connections | Media and Technology | Pre-K | Early Childhood Programs | Professional Development | Conferences | Networks

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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