ABSTRACT

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 is specifically 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.

摘要

科学和绘画已经配对了数百年，这种协同作用在调查绘画对发展和评估理解的作用的研究中仍然很普遍。然而，尽管在小学和中学教育水平进行了研究，但关于绘画是否有助于本科阶段学习的研究有限，特别是在人类生物学方面。这个主题特别重要，因为它可以成为一些不需要科学背景的多学科项目的核心主题。本文回顾的文献强调，绘画任务很受学生欢迎，他们认为这些任务有助于他们的理解。还有一些证据表明它可能会改善学习。然而，由于比较组的一些限制，包括不存在这样的组，使用回顾性队列作为对照，以及不控制组间的指导，因此无法自信地得出结论。此外，一些报告的测试改进实际上非常小。在这方面需要做更多的工作，因为存在误解可能会传递给学生以及使用此类教学活动的学生之间的风险。