Science in stories: Implications for Latine children's science learning through home-based language practices

Area of Science:

• Science Education
• Family Learning
• STEM Inclusion

Background:

• Stories are recognized as valuable tools for science learning, particularly for young children.
• Existing research primarily focuses on narrative storybooks and middle-class European-American children in the U.S.
• There's a need to increase Latine (Latin American) representation in Science, Technology, Engineering, and Mathematics (STEM).

Purpose of the Study:

• To explore the potential of broadening the definition of 'stories' to include oral narrative traditions.
• To advocate for a strengths-based approach to understanding Latine families' science and storytelling practices.
• To highlight the significance of culturally relevant oral practices for family science learning.

Main Methods:

• Mini-review of existing theory and research on storytelling and science learning.
• Analysis of cultural practices in communities with strong oral traditions, specifically Latine families.
• Examination of how everyday conversational routines can support science education.

Main Results:

• Oral storytelling and conversational routines can make scientific ideas accessible to young children.
• Culturally relevant oral practices are integral to how Latine families transmit knowledge.
• Existing research often overlooks the value of non-book-based storytelling in science learning.

Conclusions:

• Broadening the definition of stories to include oral traditions is crucial for inclusive science education.
• A strengths-based approach validates and leverages Latine families' existing cultural practices for science learning.
• Culturally relevant oral storytelling offers significant opportunities for family science engagement in Latine communities.