A Guide to Addressing STEM Myths
Authors: Hsiu-Wen Yang, Victoria Waters, Chih-Ing Lim, Sarah Pedonti, & Christine Harradine
Publication Date: Revised June 6, 2023
There are many prevailing beliefs and attitudes about child development, disability, learning, and STEM itself affecting STEM learning experiences and opportunities for young children, including children with disabilities. In 2019, we asked 29 early childhood STEM experts what were some misconceptions about early STEM learning they have come across in their work. We then analyzed and organized their responses, and searched the literature to debunk the myths and misconceptions with facts. We describe what needs to be cultivated to address these issues, so that all young children have equitable and inclusive access to STEM learning experiences and opportunities. Also check out our Mythbuster Series on our STEM4EC Blog for more information.
- A Guide to Addressing STEM Myths (June 2022).pdf
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- ORIENTACIÓN PARA ABORDAR LOS MITOS DEL CTIM-12-13-2022.pdf
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- Mythbuster Series #1: STEM is only for older students or gifted children, and it is too difficult for young children or children
- Mythbuster Series #2: Language and Literacy skills are more important than STEM knowledge and skills
- Mythbuster Series #3: STEM learning is too expensive
- Mythbuster Series #4: Children don't need adult guidance in play (or learning)
- Mythbuster Series #5: Engineering is a highly specialized skill and too difficult for young children to comprehend