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Exploring the value of drawing in learning and assessment

conference contribution
posted on 01.01.2016, 00:00 authored by S Ainsworth, M Stieff, D Desutter, Russell TytlerRussell Tytler, Vaughan PrainVaughan Prain, D Panagiotopoulos, P Wigmore, W Van Joolingen, D Heijnes, F Leenaars, S Puntambekar
Drawing is increasingly recognized as a literacy of science. It is claimed that when learners draw they engage in ways that help them evaluate and transform their understanding, practice fundamental disciplinary practices and provides the basis for formative or summative assessment. This symposium draws together research on student drawing across different disciplines (e.g. Chemistry, Biology, and Anatomy) to explore the value that drawing can have in learning science and medicine. Importantly, the papers take a nuanced view of the value of drawing; attempting to avoid the sometimes overblown claims that accompany calls for particular approaches to education by addressing situations when drawing has been found to be ineffective as well as helpful. They will also focus on analysis of process data (e.g. drawings) to provide insight into when particular representational practices are helpful and how they must be executed and supported to gain these benefits.

History

Event

Learning Sciences. International Conference (12th : 2016 : Singapore)

Volume

2

Pagination

1082 - 1089

Publisher

International Society of the Learning Sciences

Location

Singapore

Place of publication

[Singapore]

Start date

20/06/2016

End date

24/06/2016

ISSN

1814-9316

ISBN-13

9780990355083

Language

eng

Publication classification

E Conference publication; E1 Full written paper - refereed

Copyright notice

2016, International Society of the Learning Sciences, Inc.

Title of proceedings

ICLS 2016 : Proceedings of the 12th International Conference of the Learning Sciences : Transforming Learning, Empowering Learners

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