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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
Language: English
Authors: Shiyi Chen (ORCID 0000-0002-3794-6575), Meize Guo (ORCID 0000-0002-3013-964X), Tonia A. Dousay (ORCID 0000-0002-1695-0479)
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
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  Data: Grow to Learn: A Metacognitive Approach to Early Childhood Teachers' Science Professional Development
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Shiyi+Chen%22">Shiyi Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3794-6575">0000-0002-3794-6575</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meize+Guo%22">Meize Guo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3013-964X">0000-0002-3013-964X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tonia+A%2E+Dousay%22">Tonia A. Dousay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1695-0479">0000-0002-1695-0479</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+%26+Technological+Education%22"><i>Research in Science & Technological Education</i></searchLink>. 2025 43(2):390-410.
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  Data: 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
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Programs%22">Experimental Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Idaho%22">Idaho</searchLink>
– Name: DOI
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  Data: 10.1080/02635143.2023.2279076
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  Data: 0263-5143<br />1470-1138
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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      – Type: doi
        Value: 10.1080/02635143.2023.2279076
    Languages:
      – Text: English
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        PageCount: 21
        StartPage: 390
    Subjects:
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Metacognition
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      – SubjectFull: Experimental Programs
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      – SubjectFull: Rural Areas
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Kindergarten
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Idaho
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      – TitleFull: Grow to Learn: A Metacognitive Approach to Early Childhood Teachers' Science Professional Development
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