Drawing to Learn: Doing Science is more Complex that You Think
At a Glance
Discipline
- Education
- STEM
Instructional Level
- College & CEGEP
Course
- Teaching Science to Young Learners [365-TSC-AB] - Topic: Scientific methods
Tasks in Workflow
Social Plane(s)
- Group
Type of Tasks
- Revising & improving
- Discussing
Technical Details
Useful Technologies
- Moodle or other similar platform
- Visual Classroom
Class size
- Small (20-49)
Time
- Single class period (< 90 mins)
Inclusivity & Accessibility
- Variety of representations
Instructional Purpose
- Application & knowledge building
- Preparation & knowledge activation
Overview
This activity moves students away from a linear view of how science is done (The Scientific Method) and towards more realistic portray of the complexity and creativity inherent in doing science.
This is done so that when these students become teachers, they are able to make informed decisions about how they present the process of science to young learners, and don’t fall into the common habit of presenting science as an unmutable sequence of steps.
In this activity, small teams of students draw their conceptualization of the process of doing science, and then modify these diagrams based on three teacher questions and also the learning that happens as they provide feedback on other teams’ diagrams. Finally, they compare their diagram to an expert diagram, list the 3 biggest differences, and use this to engage in a class discussion.
Designed from a social constructivist perspective, this drawing activity focuses on the students building from their prior understanding of there being one way of doing science, to co-construct a deeper understanding of the process as being more varied, cyclical, social, and creative than they originally thought – but that there are still core processes that are key to all ways of doing science.
This activity is designed to occur early in the course so that students can apply their new understandings to their science lesson planning throughout the semester.
- Technology tips: Moodle or other platform to make the Expert process of science poster easily available to students. Visual Classrooms for a post-activity forum discussion of how to teach students the process of science.
- Citation to others: The expert process of science diagrams are generously shared for educational (non-profit) purposes by: © 2008 The University of California Museum of Paleontology, Berkeley, and the Regents of the University of California.
Instructional Objectives
- Describe the process of science as cyclical, varied and social, with many entry points.
- Describe the process of science as requiring key practices, such as questioning, predicting and testing, repeated and careful observation, and revising assumptions.
Workflow & Materials
Activity Workflow
Contributor's Notes
- By contrasting their prior knowledge on the process of science to the quite different “expert” diagram, students develop a deeper understanding of science as a complex and cyclical process.
- Drawing allows students who thrive in creative and artistic environments to contribute something special to their team, helping them build more cohesive teams for the remainder of the semester.
- Students do not always understand what is meant by “How is science done,” at first. Ask the question several different ways before setting them to drawing. Other ways of wording are “What does a scientist actually do, when working on a project / idea” or “Diagram the process of doing a science endeavor.” However, stay away from asking students to diagram “The scientific method” because that reinforces the misconception that there is only one (linear) way of doing science, which is exactly what this activity serves to dispel.
- Time is always an issue. Keep close track of the timing of each step and move on when time is up. The end discussion is essential, and can’t be sacrificed.
- Teams will complete their first draft at different speeds. Give early finishers the guiding questions separately, so they can spend more time exploring these ideas. You can also ask them more questions allowing them to go even deeper.
- Display all or some of your favourite diagrams on the classroom wall or on your office window, for all to view. Put the “expert” poster in the middle so viewers can also learn by contrast, while enjoying the artwork.
- The “gallery walk” portion where students look at each others and provide feedback can be left out, if you have a shorter time period available.
- Walk around while students draw and ask them to explain what they are drawing. Encourage them to expand their diagrams wherever appropriate, for example if they explain something that isn’t obvious from their drawing.
Applied Strategies
Published: 03/03/2025
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