Project Overview and Alignment with Sustainable Development Goals

A five-year, $1.4 million grant from the National Science Foundation (NSF) has been awarded to a University of Idaho researcher to investigate the development of metacognition in young children and its impact on science learning. This research, led by Associate Professor Shiyi Chen, directly supports the United Nations’ Sustainable Development Goal 4 (SDG 4): Quality Education. By focusing on improving the quality of pre-primary science education, the project aims to advance Target 4.2, which seeks to ensure all children have access to quality early childhood development and pre-primary education.

Research Objectives and Contribution to SDG 4

Primary Objective

The principal goal of this research is to understand how preschool and kindergarten children develop metacognitive skills—the ability to think about and regulate their own cognitive processes—and to translate these findings into effective teaching practices. This objective is critical for enhancing foundational learning and fostering lifelong learning opportunities, a core tenet of SDG 4.

Supporting Objectives

The research is structured around three interconnected projects designed to achieve the primary objective:

• To explore the development of metacognition and science learning in preschool and kindergarten children.
• To identify effective teaching strategies that support the development of these cognitive skills.
• To create and implement a professional development program that equips educators with the tools to foster metacognition in science classrooms, thereby contributing to SDG Target 4.c on increasing the supply of qualified teachers.

Methodology and Phased Implementation

The project will be executed in three distinct phases, each building upon the findings of the previous one.

1. Study One: Foundational Assessment. This initial study involves data collection from 60 teachers and 330 children to assess current science instruction practices. Through classroom observations, analysis of teacher-child verbal interactions, and child science assessments, the study will identify malleable features within classroom environments that either support or hinder children’s cognitive development and science learning. This provides an evidence-based foundation for improving educational quality.
2. Study Two: Intervention Analysis. Involving 121 children, this phase will evaluate how different types of feedback—whether focused on performance or on reflective thought processes—affect children’s metacognition. The findings will inform pedagogical strategies that can be scaled to improve learning outcomes, directly addressing the quality component of SDG 4.
3. Study Three: Professional Development and Capacity Building. This final phase will involve the design and testing of a yearlong professional development program for 25 teachers. Incorporating online modules, curriculum implementation, and in-person coaching, this study will evaluate changes in teaching practices and subsequent improvements in children’s learning, creating a sustainable model for teacher training.

Expected Outcomes and Long-Term Impact on Global Goals

Advancing Educational Practices

The collective findings from these studies are expected to identify effective methods for supporting teachers’ understanding of metacognition. The research will provide clear guidance on how language and feedback can be used to promote young children’s metacognitive growth in science. This work builds upon previous research by Chen’s laboratory, including the “Farm to Early Care and Education” curriculum, which has already demonstrated a positive impact on children’s scientific inquiry skills and teachers’ confidence in science instruction.

Contribution to Sustainable Development

This research initiative makes significant contributions to several Sustainable Development Goals:

• SDG 4 (Quality Education): By enhancing the quality of early childhood science education and providing high-quality professional development for teachers, the project directly supports the goal of inclusive and equitable quality education for all.
• SDG 5 (Gender Equality) & SDG 10 (Reduced Inequalities): Fostering a strong interest and proficiency in science from a young age for all children, regardless of background, helps create a foundation for reducing future gender and social gaps in STEM fields.

Project Funding and Support

The project is funded by a prestigious NSF Early Career Development Program grant totaling $1.4 million over five years. This funding will support two graduate students, a postdoctoral researcher, and a project coordinator. The University of Idaho will provide additional funding for a postdoctoral researcher for the initial two years of the project.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article primarily addresses issues related to quality education, but also connects to gender equality, innovation, and partnerships. The core focus on improving early childhood science education and teacher training directly aligns with several SDGs.

• SDG 4: Quality Education

  This is the most prominent SDG in the article. The entire research project, funded by a $1.4 million grant, is dedicated to enhancing the quality of early childhood education. It focuses on understanding and improving how young children learn science by exploring metacognition and developing effective teaching strategies. The article states the goal is to “translate her findings into teaching practices that strengthen early science learning.”

• SDG 5: Gender Equality

  While not an explicit focus, the initiative promotes gender equality by aiming to improve science education for all “young children,” which is a crucial step in closing the gender gap in STEM fields later in life. The article highlights that “exposure to science at a young age strongly correlates with better performance and stronger interest in science later in life.” Furthermore, the lead researcher, Shiyi Chen, is a woman in a leadership position in scientific research, serving as a role model.

• SDG 9: Industry, Innovation, and Infrastructure

  The article is centered on scientific research and innovation within the field of education. The National Science Foundation (NSF) grant represents a significant investment in the research infrastructure needed to generate new knowledge. The project’s goal to “identify effective ways to support teachers’ understanding of metacognition” is an innovation in pedagogical practice.

• SDG 17: Partnerships for the Goals

  The project exemplifies a partnership between a government agency (the National Science Foundation), an academic institution (University of Idaho), and local educational settings (preschool and kindergarten classrooms). The article also mentions a previous successful collaboration with “UI Extension” for the Farm to Early Care and Education program, further highlighting the importance of partnerships to achieve educational goals.

2. What specific targets under those SDGs can be identified based on the article’s content?

Several specific targets can be directly linked to the activities described in the article.

1. Target 4.2: Quality early childhood development and pre-primary education

   This target aims to “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education.” The research project is explicitly designed to improve the quality of science instruction in “preschool and kindergarten children’s” classrooms, which directly contributes to this target.

2. Target 4.c: Increase the supply of qualified teachers

   This target focuses on substantially increasing the number of qualified teachers through training. The article details that “Study three will design and test a yearlong professional development program for 25 teachers, incorporating online modules, curriculum implementation and in-person coaching.” This initiative is a direct effort to enhance teachers’ skills and qualifications in science education.

3. Target 9.5: Enhance scientific research and innovation

   This target calls for enhancing scientific research and encouraging innovation. The article is about a “five-year, $1.4 million grant” from the NSF to “explore young children’s developing metacognition.” This represents a direct investment in scientific research with the aim of creating innovative teaching strategies.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions or implies several quantitative and qualitative indicators that will be used to measure the project’s success and progress towards the SDG targets.

• Indicators for Target 4.2 (Quality Early Childhood Education):

  • Child Science Assessments: The article explicitly states that the first study will collect data from 330 children, including “child science assessments,” to measure their learning outcomes.
  • Children’s Scientific Inquiry and Self-Regulated Learning Skills: Progress can be measured by improvements in these skills. The article notes that a previous program showed a “positive impact on children’s scientific inquiry skills and self-regulated learning skills.”
  • Classroom Observations: The research will use “classroom observations” to assess the quality of the learning environment and identify features that “support or hinder children’s thinking and science learning.”

• Indicators for Target 4.c (Qualified Teachers):

  • Number of Teachers Trained: The article specifies that the professional development program will be tested with “25 teachers.”
  • Changes in Teaching Practices: The research team will evaluate “changes in teaching practices” through classroom observations, surveys, and interviews.
  • Teacher Confidence and Attitudes: An indicator of success is an increase in teacher confidence. The article mentions that a past curriculum “increased how confident teachers feel about conducting science activities” and “enhanced teachers’ science teaching practices and positive attitudes.”

• Indicators for Target 9.5 (Scientific Research):

  • Public Research and Development Spending: The article provides a clear financial indicator: a “$1.4 million grant” from the National Science Foundation.
  • Number of Researchers Supported: The grant will directly fund “two graduate students, a postdoctoral researcher and a project coordinator,” plus an additional postdoctoral researcher funded by the university, indicating an increase in research personnel.

4. Summary Table of SDGs, Targets, and Indicators

Source: uidaho.edu