This case study examines the effect of focused “Drawing-to-Learn” strategies with high school science students in an Anatomy class. Multiple forms of data were collected from a class block of thirty high school Anatomy students at the Orange County School of the Arts (OCSA) during instruction on the integumentary system. Direct observation of student behavior, actions, and comments were collected from each class block along with photographs or copies of drawings and diagrams. Student and teacher written reflections and observation notes from the OCSA administration also factored into the analysis. Results from this study differentiate drawing activities and Drawing to Learn activities. The latter uses interventions that redefine the role of the teacher to create a more student-centered classroom. The results of this study impact science educators by identifying teaching strategies and techniques that impact science learning in students. Drawing is an integral part of the modeling expectation of the Next Generation Science Standards (NGSS), making this study pertinent to educators implementing NGSS in their schools.
|Commitee:||Henriques, Laura, Martin-Hansen, Lisa|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 81/11(E), Masters Abstracts International|
|Keywords:||Drawing to learn, Modeling, Science, Student-centered|
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