T259 Making Sense of Methodologies and Theoretical Frameworks in Geoscience Education Research

Friday, 30 October 2020
10:00 AM - 2:00 PM
Meeting Rooms

HOW DRAWING ACTIVITIES ARE IMPLEMENTED TO ENHANCE STEM LEARNING IN UNDERGRADUATE CLASSROOMS

Paper number: T259-6
Program: Technical Sessions
Time: 11:05 AM – 11:20 AM

Authors

Abstract

Scientific research is constantly evolving, and new tools are created for the way science disciples are taught. There is a need for continual re-evaluation and implementation of learning techniques to keep students engaged. The purpose of this study is to investigate the question: How is drawing incorporated into undergraduate science instruction?

Allan Paivio’s dual coding theory relates nonverbal imagery and the verbal mind as a power source of our intellect. Paivio proposed that the verbal and visual processing systems are separated by the type of incoming information. This dual coding of information may also represent a synergistic relation that aids in learning. This psychological framework supports the theory that drawing may aid the learning process.

Through the lens of Paivio’s dual coding theory, this study synthesizes peer-reviewed literature about drawing activities used in undergraduate science classroom environments. The methodology used is an integrative literature review. Articles were searched for in the Educational Resources Information Center (ERIC) database using combinations of the following search terms: drawing activities, science, undergraduate, education, stem, drawing, college, instruction, and active learning. The inclusion criteria include discussion of undergraduate students, use of drawings, and a STEM course setting. Of the 119 articles that were found, 25 articles met the inclusion criteria.

Most activities discussed in these articles involve students hand drawing to explain concepts, making observations and identifications, or testing their knowledge. Existing theories such as active (or student centered) learning, hands-on activities, and the addition of verbal or written language are the general learning strategies that emerge from this analysis. One pronounced motivator of using drawings in the classroom is intentionally engaging students in learning. Through the synthesis of the examined drawing activities we can define how these activities are being used to enhance student engagement and retention of information.

Geological Society of America Abstracts with Programs. Vol. 52, No. 6

doi: 10.1130/abs/2020AM-356830

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