Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology

Abstract

The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report's Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices.

Figure 1.

Drawings vary in the extent to which they are learner generated.

Figure 2.

Visual framework for the generative theory of drawing construction. In this model, the circles represent verbal and/or visual information. The arrows show that a drawing may be an endpoint, developed after the creation of a mental model, or a means to creating a mental model—that is, creation of internal and external models can be linear or iterative.

Figure 3.

Drawings range in the extent to which they are representational or abstract. In theory, all drawings are analogical, because they cannot truly represent the real world, but they vary in the extent to which they are intended to be representational.

Figure 4.

How does the student feel about drawing models?

Figure 5.

Visual literacy requires translation (→) from verbal to visual, visual to visual, and visual to verbal.

Figure 6.

Visual guide on drawing-to-learn for instructors.