Drawing for Science Education

This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking - sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader. Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates' understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques. The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education: An instance of observation (Audubon, Linnaeus); A process (how plants grow over time, what happens when chemicals combine); Conceptions of what science is and who does it; Images of identity development in science teaching and learning.

Contenu

Preface and Acknowledgements; Introduction: Drawing and Science Are Inseparable: Drawing is a Human Expression for Teaching/Learning; Section One: Drawing a Single Image; Draw Your Physics Homework? Art as a Path to Understanding and Assessment in Undergraduate Science Education; Reflective Drawings as Means for Depicting ICTs Roles in Science and Engineering Learning in the 21st Century; Can I Get Directions to My Kidneys Please? Social Interactions as a Source of Knowledge of Internal Anatomy; Development of Biological Literacy through Drawing Organisms; Anatomic Drawing for Medical Education; Learning from Children's Drawings of Nature; The Understanding of Human Anatomy Elicited from Drawings of Some Bangladeshi Village Women and Children; Section Two: Drawings in a Series to Examine Change; Drawing Experiences in Marine Conservation; Discovering Children's Science Associations Utilizing Drawings; Using Drawings to Demonstrate Informal Science Learning Experiences through the Contextual Model of Learning; Appropriate Integration of Children's Drawings in the Acquisition of Science Concepts; Changes in Children's Knowledge about Their Internal Anatomy between First and Ninth Grades; Learning Physics at Science Centers: Use of Visitors' Drawings to Investigate Learning at an Interactive Sound Exhibit; Section Three: Drawings That Illustrate the Perceived Culture of Science (Who and What); The Evolution of the Analysis of the Draw-a-Scientist Test: What Children's Illustrations of Scientists Tell Us and Why Educators Should Listen; Using Drawing to Reveal Science Teachers' Beliefs about Science Teaching; Primary School Students' Views on Science and Scientists; Understanding the Meanings Secondary Biology Students Construct Around Science through Drawings; Section Four: Drawings to Consider the Illustrator's Identity Development as a Science Teacher; Drawings as Identity Data in Elementary Science Teacher Education; Drawings to Improve InclusiveScience Teaching: A Teacher's Action Research Narrative; Using Drawings to Examine Prospective Elementary Teachers' Moral Reasoning about Climate Change; Preservice High School Science Teacher Identity: Using Drawing Enhanced Learning Monographs; About the Contributors; Index.