Integrating active learning activities and metacognition into STEM writing courses.

Area of Science:

• Science Education
• Higher Education Pedagogy
• STEM Writing Instruction

Background:

• Active learning is widely advocated but challenging to implement in specialized writing courses.
• STEM courses, particularly those integrating writing, require specific pedagogical approaches.
• Molecular Cell Biology Laboratory-Critical Thinking through Writing (BIOL3810-CTW) presents a case for exploring these challenges.

Purpose of the Study:

• To identify challenges in teaching active learning within a STEM writing course.
• To present active learning strategies and metacognition integrated into BIOL3810-CTW.
• To evaluate the impact of these strategies on student engagement and share broader implementation principles.

Main Methods:

• Qualitative description of challenges in BIOL3810-CTW.
• Introduction of specific active learning techniques and metacognitive prompts.
• Assessment of student engagement through in-class observations and feedback.

Main Results:

• Specific pedagogical and logistical challenges were identified in implementing active learning in BIOL3810-CTW.
• The integration of active learning and metacognition positively influenced student participation and engagement.
• The study provides a framework for applying these methods in other STEM and writing-intensive courses.

Conclusions:

• Active learning and metacognition can be effectively integrated into STEM writing courses like BIOL3810-CTW.
• Addressing implementation challenges is key to successful adoption.
• The findings offer valuable insights for educators seeking to enhance student engagement in scientific writing.