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Journal: Educ. Sci., 2024
Volume: 14
Number: 565
565
Article: Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers
Authors: by Shiyi Chen, Rebecca Sermeno, Kathryn (Nikki) Hodge, Sydney Murphy, Ariel Agenbroad, Alleah Schweitzer, Ling Ling Tsao and Annie J. Roe
Link: https://www.mdpi.com/2227-7102/14/6/565

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