Drawing techniques in biology-outline of a postgraduate university course

Lysek, G.

doi:10.1080/00219266.1981.9654380

Cited by 2 publications

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“…It is thought that drawing might aid memory and information recall (Heideman et al, 2017), encourage students to pay attention to the finer details (Dempsey & Betz, 2001), help understand the development of a structure as opposed to being presented with the completed image (Lysek & Gernot, 1981), identify misconceptions or promote deeper understanding of processes that written or verbal recall cannot (Murtonen et al, 2020), and encourage students to challenge and explore their representations of science to help them make meaning of the topic (Prain & Tytler, 2012). There is an abundance of examples of using drawings in primary and secondary science education such as to assess informal learning on field trips (Cainey et al, 2012), improve observation skills (Weekes, 2005), and to understand ideas about human biology (Granklint Enochson et al, 2015).…”

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confidence: 99%

Hand drawing as a tool to facilitate understanding in undergraduate human biology: a critical review of the literature and future perspectives

Peart

2021

Studies in Science Education

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Hand drawing as a tool to facilitate understanding in undergraduate human biology: a critical review of the literature and future perspectives Science and drawing have been paired for hundreds of years, and this synergy is still prevalent in research investigating the role of drawing for developing and assessing understanding. However, despite research at the primary and secondary levels of education, there is limited research on whether drawing facilitates learning at the undergraduate level, particularly in human biology. This subject specifically is important to focus on as it can be a core subject on some multidisciplinary programmes that do not require a science background at entry. The literature reviewed in this paper highlights that drawing tasks are well received by students and that they perceive the tasks to be helpful for their understanding. There is also some evidence that it might improve learning. However, this cannot be concluded with confidence due to some limitations with respect to comparison groups, including such a group being absent, using retrospective cohorts as a control, and not controlling for instruction between groups. Furthermore, some of the reported improvements in tests are practically very small. More work is warranted in this area as there is a risk that misconceptions can be passed on to students and between students using this type of teaching activity.

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