STEM Storybooks as a Platform for STEM Learning

Session Type: Paper Symposium

Abstract

Storybooks have long been a child-friendly format for encouraging children’s STEM (Science, Technology, Engineering, and Mathematics) learning (e.g. Gonzalez et al., 2011; Leung, 2008). Previous research has typically focused on identifying elements of storybooks that increase engagement and interest in STEM, while seldom considering how these books may also improve STEM learning. This symposium presents new research that examines these elements, including support for STEM language use, memory for STEM facts, and conceptual understanding of commonly misunderstood topics.

The first two talks will address how storybooks incorporate language important for learning STEM concepts. Paper 1 will investigate whether science storybooks include language that aligns with science words children already know. Paper 2 will suggest that popular storybooks lack math language necessary for supporting early numeracy skills. The second two talks will address how STEM storybooks impact cognitive development in this domain. Paper 3 will address how levels of support versus demand in storybooks impacts children’s recall of STEM facts during shared book reading. Paper 4 will examine how a storybook intervention using mechanistic explanations promotes generalization of genetic inheritance, a commonly misunderstood topic.

Taken together, this work suggests that small changes in storybook elements can make a major difference in STEM learning outcomes. Focusing on storybooks as a platform for STEM learning presents an exciting new opportunity to integrate psychological research and practice in real-word settings. Indeed, cognitive developmental scientists and STEM storybook authors would benefit from working together to create effective storybooks for children’s learning.

Sub Unit

• Cognitive Processes

Chair

• Emma Lazaroff, University of Wisconsin - Madison

Individual Presentations

• Science Language in Storybooks: Parallels Among Words, Children’s Speech, and Adult Perceptions - Presenting Author: Emma Lazaroff, University of Wisconsin - Madison; Non-Presenting Author: Haley A Vlach, University of Wisconsin - Madison

• Where are the Words? An Examination of Mathematical Language Words in Popular Children's Books - Presenting Author: Amy R Napoli, University of Nebraska - Lincoln; Non-Presenting Author: Keting Chen, California State University - San Bernardino; Non-Presenting Author: David James Purpura, Purdue University, West Lafayette

• STEM Books: Their Quality and Impact on Preschool-Aged Children’s STEM Learning - Presenting Author: Hilary E. Miller-Goldwater, Emory University; Non-Presenting Author: Lucy Cronin-Golomb, Emory University; Non-Presenting Author: Melanie H. Hanft, Emory University; Non-Presenting Author: Patricia J Bauer, Emory University

• Where do Traits Come From? A Storybook Intervention Helps Children Understand Genetic Versus Social Inheritance - Presenting Author: Sarah A Brown, Boston University; Non-Presenting Author: Natalie Emmons, Boston University; Non-Presenting Author: Rebecca S Schillaci, Education Development Center; Non-Presenting Author: Meia Chita-Tegmark, Tufts University; Non-Presenting Author: Deb Kelemen, Boston University