Rethinking Our Assumptions about Storybooks and STEM (2021)


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.

Learn more about Storybook STEM at the project website:

See other projects from the Center for Equitable Family STEM Learning:

NSF Award: 1902536