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Using Writing in Science Class to Understand and Activate Student Engagement and Self-Efficacy

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Active Learning in College Science

Abstract

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.

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Author information

Authors and Affiliations

  1. Writing Studies and Center for Engaged Teaching and Learning, University of California, Merced, CA, USA

    Eileen Kogl Camfield

  2. School of Natural Sciences, University of California, Merced, CA, USA

    Laura Beaster-Jones

  3. Gladys L. Benerd School of Education, University of the Pacific, Stockton, CA, USA

    Alex D. Miller

  4. Department of Biological Sciences, University of the Pacific, Stockton, CA, USA

    Kirkwood M. Land

Authors
  1. Eileen Kogl Camfield
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  2. Laura Beaster-Jones
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  3. Alex D. Miller
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  4. Kirkwood M. Land
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Corresponding author

Correspondence to Eileen Kogl Camfield .

Editor information

Editors and Affiliations

  1. Departments of Biological Sciences and Science Education, California State University, Chico, CA, USA

    Joel J. Mintzes

  2. Science Learning Associates, Wrightsville Beach, NC, USA

    Joel J. Mintzes

  3. Department of Biological Sciences and Center for STEM Education, California State University, Fresno, CA, USA

    Emily M. Walter

Appendix: Self-Efficacy Scoring Rubric (Pre- and Post-Instruction)

Appendix: Self-Efficacy Scoring Rubric (Pre- and Post-Instruction)

A chart describes the evidences of efficacy, mastery experience, use of positive modeling, low anxiety and or high positive affect and empowerment or positive social agency. The student's I D or name and score out of 15 are at the bottom.

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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: Mintzes, J.J., Walter, E.M. (eds) Active Learning in College Science. Springer, Cham. https://doi.org/10.1007/978-3-030-33600-4_7

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  • DOI: https://doi.org/10.1007/978-3-030-33600-4_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-33599-1

  • Online ISBN: 978-3-030-33600-4

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