Drawing can be a powerful tool in biology education, offering students a means to visualize, conceptualize, and engage with complex scientific models. In their influential paper, Quillin and Thomas (2014) propose a framework for using drawing to foster model-based reasoning. They argue that while educators often use visual models, drawing is rarely taught explicitly as a scientific skill.
The authors categorize the benefits of drawing into three domains: affect (enhancing engagement), visual literacy (interpreting visuals), and visual model-based reasoning (developing conceptual models). They emphasize that tailored interventions, such as scaffolding and assessment tools like the “Blooming” framework, can help students gain confidence and mastery in visual model-based reasoning.
This framework encourages educators to treat drawing as a core science process skill, comparable to experimental design. By incorporating drawing into biology curricula, educators can foster deeper understanding and innovative thinking among students, aligning with the evolving needs of STEM education.
For more details, you can access their paper here.
Citation:
Kim Quillin and Stephen Thomas. “Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology.” CBE—Life Sciences Education 14, no. 1 (2014): 1-15.