Drawing to Learn in Science
By Shaaron E. Ainsworth, Vaughan Prain, Russell Tytler. Science, 2011
704 citations recorded by the source corpus.
Emerging research suggests drawing should be explicitly recognized as a key element in science education. Should science learners be challenged to draw more? Certainly making visualizations is integral to scientific thinking. Scientists do not use words only but rely on diagrams, graphs, videos, photographs, and other images to make discoveries, explain findings, and excite public interest. From the notebooks of Faraday and Maxwell (1) to current professional practices of chemists (2), scientists imagine new relations, test ideas, and elaborate knowledge through visual representations (3–5).
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/851c3a131e39a3eb14bc1bd5c3a027c2018e498d
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In Developmental and Educational Psychology
In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “In a similar vein, Ainsworth, Prain, and Tytler (2011) suggested that explanatory drawing alongside textual writing and talk can best engage students in the visual–spatial demands of negotiating conflicts in evidence.”
- What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “Ainsworth & Loizou, 2003) or when younger learners use drawing as a precursor to formal writing in science (Ainsworth et al., 2011).”
- How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, neutral): “Drawing activities from different perspectives have addressed a variety of goals, such as translating scientific texts, increasing interest in STEM, enhancing observation skills, and representing complex phenomena (Ainsworth et al. 2011; Quillin and Thomas 2015; Van Meter and Garner 2005).”