Goats, Giants, and . . . Science? Teaching Engineering Concepts through Fairy Tales
Abstract
In the past several years, STEM activities for children in libraries have exploded—literally and figuratively; LEGO contests, building blocks, snap circuits, coding challenges, maker spaces, computer classes, and science programs with exploding bags and bottles take place in libraries across the country. Anxious to rebrand ourselves for the modern age, we tell people that we are “not your grandmother’s library” and let patrons know that we have much to offer beyond books.
References
Beth Casey et al., “Use of Storytelling Context to Improve Girls’ and Boys’ Geometry Skills in Kindergarten,” Journal of Applied Developmental Psychology 29 (2008): 29–48.
C. M. Cunningham and C. P. LaChapelle, “Designing Engineering Experiences to Engage All Students,” in Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices, edited by S. Purzer, J. Strobel, and M. E. Cardella (Lafayette, IN: Purdue University Press, 2014), 117–40.
DOI: https://doi.org/10.5860/cal.14n4.21
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