Rural Family STEM Learning through Story Writing

• In Event: Storybooks and Equitable STEM Learning in Early Childhood: Moving from Books to Narratives

Abstract

In this project, we take a sociocultural perspective on learning focusing on how a group of rural families with children ages 8-11 were able to use storytelling to scaffold their STEM learning during inquiry-based activities in a museum program. This study builds on research that has been exploring ways to use storytelling to support non­experts in science learning. This work suggests that stories and storytelling, in contrast to the typical logical approach used with scientific thinking, tend to be more relatable and engaging to non ­expert audiences and, in turn, increase understanding (Conle, 2003; Dahlstrom, 2014). Based on this work, we aimed to examine how family story writing about STEM-related experiences can support family meaning-making and scientific sensemaking based on their experiences in the program (Luce et al., 2017; Ochs et al., 1992).

Our qualitative design­based research study involved museum practitioners, librarians, and STEM experts, and 15 families from local rural communities. Families participated in a series of successive all­day workshops, each encompassing aspects of STEM and inquiry­based activities. Workshops were co-facilitated by expert(s), museum practitioner(s), and librarian(s). The series focused on the “Carnivore Project”, an ongoing authentic research collaboration between universities, US Fish and Wildlife, the Oregon Department of Fish & Wildlife and the US Forest Service situated in the region. Using this project as a focus, workshops were designed to increase families’ understanding of scientific practices by using inquiry--based activities. Families also had opportunities to extend their learning experience and take relevant STEM tools or instruments home.

Family storytelling activities were interwoven throughout the series and included creative writing, a mock science conference, and finally, the series culminated with the families developing, sharing, and publishing their own book based on their experiences in the series. We analyzed families’ video-­recorded interactions throughout the workshops and audio-­recorded follow-up phone interviews. Lastly, the books families created provided, in physical form, the meaning families made from the workshop series as a whole. We focused on interactions around story writing and coded for connections to themselves and their experiences, scientific sensemaking, and were also open to emerging themes.

Results revealed that story writing, particularly creative writing, provided an opportunity for each family member to play an active role and engage in collaborative sensemaking. Families worked together to translate their experiences as well as be playful with STEM concepts and practices, weaving them together to create their stories. At times children were more comfortable with taking creative license and deviating from some of their actual experiences. Despite this, parents were able to build on these creative ideas, talk about recent as well as past shared experiences, and help children draw connections to STEM concepts and practices. Discussion of these findings will explore how story writing can provide a low-pressure way for rural families to connect to and identify with STEM supporting learning about STEM concepts and practices.

Authors

• Debbie Siegel, Institute for Learning Innovation
  Presenting Author

• Christina Cid, High Desert Museum
  Non-Presenting Author