Using Writing in Science Class to Understand and Activate Student Engagement and Self-Efficacy
Files
Download Full Text
Document Type
Contribution to Book
Department
Biological Sciences
Book Title
Active Learning in College Science
Editor(s)
Joel J. Mintzes & Emily M. Walter
Description
Writing is an active learning strategy strongly linked to student engagement. Student-authored learning narratives can reveal powerful self-beliefs that can either activate or inhibit success. In this targeted study of the aspect of student engagement most associated with self-beliefs (i.e., self-efficacy), students in separate sections of an introductory college biology course taught by the same professor were divided into experimental and control groups. The experimental group participated in an additional 1-unit required study skills component featuring writing-to-learn and self-efficacy development strategies. One hundred forty “pre” and “post” student self-efficacy narratives written in both cohorts were scored and also thematically coded. Scoring revealed a Cohen’s effect size d = 0.63 for the experimental group, but only d = 0.28 for control. Thus, writing appears to activate student self-efficacy most if it is part of a deliberate and sustained campaign. Gains seemed particularly impactful for struggling students, as the experimental group also saw significantly fewer students, with unmet fundamental skills, earning Ds and Fs in the course than those in the control group. Subsequent student interviews were also analyzed and informed recommendations for future research and pedagogical practice.
Buy Link
https://link.springer.com/chapter/10.1007/978-3-030-33600-4_7
Find in WorldCat
https://www.worldcat.org/title/active-learning-in-college-science-the-case-for-evidence-based-practice/oclc/1142528125
ISBN
978-3-030-33599-1
DOI
https://doi.org/10.1007/978-3-030-33600-4_7
Publication Date
2-2020
Publisher
Springer International Publishing
City
Cham
First Page
89
Last Page
105
Disciplines
Biology | Education | Life Sciences | Science and Mathematics Education
Recommended Citation
Camfield, E. K.,
Beaster-Jones, L.,
Miller, A. D.,
&
Land, K. M.
(2020).
Using Writing in Science Class to Understand and Activate Student Engagement and Self-Efficacy.
In Joel J. Mintzes & Emily M. Walter (Eds.), Active Learning in College Science (89–105). Cham: Springer International Publishing
https://scholarlycommons.pacific.edu/cop-facbooks/202
https://link.springer.com/chapter/10.1007/978-3-030-33600-4_7
