UC San Diego

There is a need for a larger and more diverse pool of workers trained in science, technology, engineering and mathematics (STEM). Even though self-efficacy is the primary predictor of students career choice (Lent et al., 2005), most of the high school curriculum does not foster self-efficacy in math and science. Educators may be able to increase students' self-efficacy in science and mathematics by helping students to master difficult scientific tasks through collaborative learning and by fostering metacognitive awareness. The Collaborative Peer Study Group Curriculum (CPSG) provides a social context in which students can master rigorous math and science content and think metacognitively. In CPSG students set individual and group goals for learning. Then students take turns being teachers and learners in order to gain a deeper understanding of science and math topics. As teachers, students use vocabulary and images to explain difficult math and science content. As learners, students ask questions and take notes. Students rotate teaching and learning in their groups every time they meet, until they have mastered the unit covered in class. I implemented CPSG in three high school biology classes. I evaluated CPSG by administering self-efficacy surveys to students, by taking field notes, by audio recording the student study groups, and by interviewing students. The data indicates that the students who participated in CPSG showed deeper understanding of the material, thought more about their own learning, and were more motivated to learn science