Investigating the Association Between Metacognitive Awareness and Science Teaching Efficacy in Head Start Settings

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Supporting Early Childhood and Elementary Science Learning (Table 16)

Abstract

Early science education supports the development of thinking skills and self-regulated learning, however, science is often an overlooked subject domain in early childhood education (ECE), particularly in programs serving children living in poverty, such as Head Start (HS). Given the relation between metacognition, teaching, and learning, we sought to investigate the association between teachers’ qualification, their metacognition awareness, and science teaching efficacy, using a Head Start sample of teacher participants (N = 153). Multilevel regression results point to the importance of training related to the ECE field and the potential of integrating metacognition training in professional development in order to construct educational possibilities and equitable opportunities.

Authors

• Rachel L. Geesa, Ball State University

• Shiyi Chen, University of Idaho

• Burcu Izci, Florida A&M University

• Hyuksoon S. Song, Georgian Court University