![]() This power of visuals has been used by scientists from the representational anatomical works of Leonardo da Vinci to the theoretical phylogenetic work of Charles Darwin. Visual representations are a powerful tool, because they help to make the unseen seen and the complex simple. ![]() As in physics, chemistry, and other science, technology, engineering, and math (STEM) disciplines, the spatial and temporal dimensions of biology span many orders of magnitude and involve complexity that challenges the limits of human comprehension. It is difficult to imagine teaching, learning, or doing biology without the use of visual representations. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices. ![]() Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report’s Modeling and Simulation core competency. The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. ![]()
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