Approaches to Learning and Science Education in Head Start: Examining Bidirectionality

• In Event: 58.064 - STEAM Learning and Teaching in Early Childhood

Abstract

This study examined the bidirectional between science and approaches to learning (ATL). Results obtained from hierarchical linear modeling suggest a significant bidirectional relationship, such that ATL in the beginning of the school year predicted science at the end of the year, and science in the beginning of the year predicted ATL at the end of the year. These results suggest that children’s ATL help them gain science knowledge, and that children’s science knowledge can help them develop positive ATL across the school year. This study provides support for future research examining the potential of science interventions to serve as a context for developing ATL skills that will in turn help children engage in quality science learning.

Authors

• Andres Sebastian Bustamante, Temple University

• Lisa Jean White, University of Miami

• Daryl B. Greenfield, University of Miami