The Drawing and the intuitive action on knowledge acquisition - Empowering design though reasoning with drawing

Silva, José

doi:10.5151/despro-icdhs2014-0099

Cited by 2 publications

(2 citation statements)

References 20 publications

(10 reference statements)

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“…The instructor then asks groups to report their responses and reasoning to the class (Supporting File S1, slide 9). The instructor summarizes student discussions by providing examples of when and how each type of drawing can be used in biology (Supporting File S1, slides [10][11][12]. This synthesis is intended to help students conceptualize that a variety of visuals can have many uses in the field of biology and that they have a choice in what type of visual to use, depending on the purpose.…”

Section: Assessment Of Student Understanding Of Types Of Drawings And...mentioning

confidence: 99%

“…Drawing-to-learn is advocated as a learning tool that can develop a student's ability to understand scientific thinking and reasoning (9,10), and to use scientific conventions and practices such as observation and record keeping (3,11). Using visuals is emphasized as a technique that encourages students to think and learn inductively (3,8,12), organize their knowledge (13), develop problem-solving skills, communicate (7,14,15), synthesize, and generate innovative ideas (3,11). In biology, studying nature through written observations and drawings is one example of how students can practice science using visuals (8).…”

Section: Introductionmentioning

confidence: 99%

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Drawing “Octo-Pines”: Ice-Breaker Active-Learning Activities to Introduce Drawing-to-Learn in Biology

Flores,

Theodor,

Summers

2023

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Drawing has been advocated as a technique to develop visual literacy and observational skills in biology students. To increase student motivation and confidence to draw in our course, we developed an introductory active-learning lesson with a series of icebreaker activities that promote student creativity and discussion. These activities include a clicker question, group discussions, drawing activities, and a worksheet. During the lesson, student responses generated more than 18 categories of how visuals can be used as a professional practice and as a learning tool in biology, with 14 of these categories overlapping. Students demonstrated interest in using a variety of drawings and visuals to represent various scientific scenarios. In a survey completed after the lesson, students reported that this activity increased their understanding of how drawings are used in the profession of biology and as a learning technique. Students also indicated that while they experienced some discomfort with the exercises, they enjoyed the drawing activities and found them useful. The examples in this lesson can be adapted to fit courses that emphasize drawing, observation, or visual literacy.

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Section: Assessment Of Student Understanding Of Types Of Drawings And...mentioning

confidence: 99%