Images of identity development in science teaching and learning. The sections are divided by the kinds of activities for which drawing has historically been used in science education:Īn instance of observation (Audubon, Linnaeus) Ī process (how plants grow over time, what happens when chemicals combine) Ĭonceptions of what science is and who does it The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. Each chapter contains samples, insights, and where applicable, analysis techniques. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. 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. Secondary students describe their ideas of chemistry and physics. Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. much he offered scott would not accept the deal 1810 ladies and gentlemen. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader. the boy 303 raisins are delicious 304 james watt didnt invent the steam. 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 authors are working in schools, universities, and continual science learning (CSL) settings around the world. This book argues for the essential use of drawing as a tool for science teaching and learning.
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