Storybook STEM Convening Summary

July 1st, 2020 | RESEARCH

In December of 2019, TERC and the University of Notre Dame convened a group of 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. Participants included educators and researchers from across the country representing a broad range of learning contexts, professional roles, audience focus areas, and STEM discipline expertise. Through the discussions, the group developed a series of recommendations for future work, with a particular focus on integrating diversity and equity perspectives into the use of storybooks for family STEM learning. This report provides additional details about the convening, recommendations and research questions outlined by the group, and activities that led up to the convening discussion, including a national survey of educators and researchers involved in exploring the integration of storybooks and STEM for young children and their families. For more information about Storybook STEM project, visit the project website: https://www.terc.edu/storybookstem/.

Document

Storybook-STEM-Convening-Report-Final.pdf

Team Members

Scott Pattison, Author, TERC
Gina Navoa Svarovsky, Author, University of Notre Dame
Smirla Ramos-Montañez, Author, TERC
Patrick Kirkland, Author, 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 | Report
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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