Aligning early childhood science teaching beliefs, practices, and children’s learning outcomes: the impact of a professional development program
Our findings suggest the potential of targeted PD programs in fostering early childhood teachers' science teaching belief-practice alignment. The results also indicate that teachers' science teaching beliefs may not be a robust predictor of children's science learning outcomes unless they are aligned with teaching practices.
Authors
- Sydney Murphy
- Hyuksoon S. Song (ORCID: https://orcid.org/0000-0002-2058-3931)
- Burcu Izci (ORCID: https://orcid.org/0000-0001-5330-134X)
- Rachel Louise Geesa (ORCID: https://orcid.org/0000-0002-8126-8118)
- Shiyi Chen (ORCID: https://orcid.org/0000-0002-3794-6575)
- Rebecca Sermeno
- Kathryn Hodge
- Zoe Froh
Institutions
- Florida State University (US)
- University of Idaho (US)
- Georgian Court University (US)
- Ball State University (US)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-04-16
- DOI
- https://doi.org/10.3389/fpsyg.2025.1580018
- Citations
- 2
- Primary Topic
- Diverse Educational Innovations Studies
- Type
- article
- Field-Weighted Citation Impact
- 9.66
Funders
- U.S. Department of Agriculture
- National Institute of Food and Agriculture