Rural Early Childhood Teachers’ Metacognitive Teaching Practices During Science Activities

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Abstract

This study aims to investigate rural early childhood education (ECE) teachers’ metacognitive teaching practices during science activities. Specifically, we examine teaching practices related to metacognitive regulation (i.e., planning, monitoring, and evaluation) and metacognitive experience (i.e., learning engagement and context). In this case study, we examined 20 rural ECE teachers’ science teaching practices in a Northwestern state using authentic classroom observation and interview data collected twice a year between August 2021 to May 2022. Four coders conducted open, axial, and selective coding. Five themes emerged: Incorporating children’s interests in lesson planning, engaging children in science experiential learning, using language to promote children's science learning, using language and observation to gauge science teaching, and evaluating science teaching and learning informally.

Authors

• Shiyi Chen, University of Idaho

• Rachel L. Geesa, Ball State University

• Hyuksoon S. Song, Georgian Court University

• Burcu Izci, Florida A&M University