Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support

Chen, Shiyi; Geesa, Rachel Louise; Izci, Burcu; Song, Hyuksoon S.

doi:10.1080/08878730.2021.2007560

Cited by 3 publications

(1 citation statement)

References 56 publications

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“…It is worth noting that we observed an increase not only in teachers' science teaching efficacy beliefs but also outcome expectancy post-PD. Previous research has shown that early childhood teachers' training did not necessarily lead to positive changes in the outcome expectancy aspect of science teaching efficacy [103]. In other words, teacher training that focuses on content knowledge and pedagogy may increase teacher-perceived science teaching ability but not the perceived impact of their teaching.…”

Section: The Pd's Impact On Teachers' Outcomesmentioning

confidence: 90%

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Education Sciences

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The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

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Section: The Pd's Impact On Teachers' Outcomesmentioning

confidence: 90%

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Education Sciences

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The Association Between Early Childhood Teachers’ Metacognitive Awareness and Science Teaching Efficacy in Head Start Settings

Chen,

Geesa,

Song

et al. 2024

Early Childhood Educ J

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Grow to learn: a metacognitive approach to early childhood teachers’ science professional development

Chen,

Guo,

Dousay

2023

Research in Science & Technological Education

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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 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, handson activities as the broader inquiry learning context.

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Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support

Cited by 3 publications

References 56 publications

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

The Association Between Early Childhood Teachers’ Metacognitive Awareness and Science Teaching Efficacy in Head Start Settings

Grow to learn: a metacognitive approach to early childhood teachers’ science professional development

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