Grow to Learn Lab
Minds on Learning and Exploration Study
This work is supported by the National Science Foundation Discovery K-12 grant program (NSF-DRK-12), [grant no. 2441530; 2025-2030]
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Brain Puzzle Study
(Metacognition Study - Phase II)
This work is supported by the National Science Foundation Discovery K-12 grant program (NSF-DRK-12), [grant no. 2441530; 2025-2030]
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Metacognition and Learning
(Metacognition study phase I)
We are recruiting typically developing children (age 4-6) and college-aged adults. Click here to read the consent form.
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Preprint
Farm to ECE Educators' Professional Development program
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Play, Inquiry, and Nature Experience Study
PINE study examines the role of nature experiences in promoting positive developmental trajectories of creativity, curiosity, attention, and stress regulation in early childhood.
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PAST PROJECTS
Metacognition and Science Teaching project examines the role of metacognitive awareness in preschool/kindergarten teachers' science teaching efficacy. This mixed-methods study employed qualitative interviews and online survey approaches. Multilevel regression results showed that teachers who scored high on metacognitive planning strategy also scored higher in science teaching efficacy.
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Grow to Learn (GTL) is a preschool and kindergarten teachers' professional development program. GTL supports teachers' science teaching practice within the framework of metacognition.
This project is funded by American Psychological Association - Division 15 Early Career Grant.
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Emotive Intelligent Spaces (EIS) is an intervention study that examines the impact of EIS, an intervention mechanism that leverages affective computing algorithms, on children's self-regulation and working memory.
This project is funded by Moutain West Clinical Translational Research Infrastructure Network Grant (award number U54 GM104 ).
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Teacher preparation and science teaching efficacy: This mixed-methods study explores preservice teachers' science teaching efficacy in four universities.
Home learning environment study: COVID-19 disrupted traditional ways of teaching and learning, This project explored preK-3rd grade students' home learning experience within the first five months after the pandemic lock-down began.
TIMSS 2015 study examined science and mathematic achievement in the U.S., South Korea, and Turkey.
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