Grow to Learn: A Metacognitive Approach to Early Childhood Teachers' Science Professional Development
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| Title: | Grow to Learn: A Metacognitive Approach to Early Childhood Teachers' Science Professional Development |
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| Language: | English |
| Authors: | Shiyi Chen (ORCID |
| Source: | Research in Science & Technological Education. 2025 43(2):390-410. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Early Childhood Teachers, Science Education, Faculty Development, Metacognition, Experimental Programs, Rural Areas, Preschool Teachers, Kindergarten, Program Effectiveness, Learning Motivation, Thinking Skills, Outcomes of Education |
| Geographic Terms: | Idaho |
| DOI: | 10.1080/02635143.2023.2279076 |
| ISSN: | 0263-5143 1470-1138 |
| Abstract: | Background: Science is an overlooked subject domain in early childhood education in the U.S. particularly in rural areas. The current state of early science education could be a result of insufficient teacher training and professional development (PD). Thus, we created an experimental PD program based on research about metacognition -- Grow to Learn (GTL). GTL promotes preschool and kindergarten teachers' and children's holistic understanding of plant science concepts and the scientific discovery process through an immersive, hands-on sweet pea growing project. Purpose: This study aims to determine the effect of GTL. Specifically, we examined the effect of GTL on preschool and kindergarten teachers' science teaching efficacy and metacognitive awareness, and children's cognitive skills and learning motivation. Design and method: A mixed methods quasi-experimental design was used to determine the effect of GTL. Quantitative and qualitative data were collected before and after the PD program implementation using validated measurements. Sample: A total of 11 preschool and kindergarten teachers and 76 children (M[subscript age] = 4.13 years) predominately from rural areas in North Idaho, U.S. completed the study. Results: Results from multilevel repeated measures ANCOVA showed an increase in teachers' procedural knowledge and children's cognitive skills and learning motivation upon completing the program. A thematic analysis method was used to analyse qualitative data. Qualitative data analysis revealed evidence of children's knowledge and learning skills gain, and teachers' possible needs for classroom management training. Conclusions: This study demonstrates the potential of conceptualizing early science education in the metacognition framework. Our results suggest that early childhood science teaching and learning could be improved by integrating metacognitive teaching and learning strategies in a PD program and by using immersive, hands-on activities as the broader inquiry learning context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496430 |
| Database: | ERIC |
| Abstract: | Background: Science is an overlooked subject domain in early childhood education in the U.S. particularly in rural areas. The current state of early science education could be a result of insufficient teacher training and professional development (PD). Thus, we created an experimental PD program based on research about metacognition -- Grow to Learn (GTL). GTL promotes preschool and kindergarten teachers' and children's holistic understanding of plant science concepts and the scientific discovery process through an immersive, hands-on sweet pea growing project. Purpose: This study aims to determine the effect of GTL. Specifically, we examined the effect of GTL on preschool and kindergarten teachers' science teaching efficacy and metacognitive awareness, and children's cognitive skills and learning motivation. Design and method: A mixed methods quasi-experimental design was used to determine the effect of GTL. Quantitative and qualitative data were collected before and after the PD program implementation using validated measurements. Sample: A total of 11 preschool and kindergarten teachers and 76 children (M[subscript age] = 4.13 years) predominately from rural areas in North Idaho, U.S. completed the study. Results: Results from multilevel repeated measures ANCOVA showed an increase in teachers' procedural knowledge and children's cognitive skills and learning motivation upon completing the program. A thematic analysis method was used to analyse qualitative data. Qualitative data analysis revealed evidence of children's knowledge and learning skills gain, and teachers' possible needs for classroom management training. Conclusions: This study demonstrates the potential of conceptualizing early science education in the metacognition framework. Our results suggest that early childhood science teaching and learning could be improved by integrating metacognitive teaching and learning strategies in a PD program and by using immersive, hands-on activities as the broader inquiry learning context. |
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| ISSN: | 0263-5143 1470-1138 |
| DOI: | 10.1080/02635143.2023.2279076 |
