M. Koester, Ph.D

WELCOME!

With Merrie Koester, Ph.D.Director, Project Draw for ScienceUniversity of South CarolinaCenter for Science Education

The Art of Teaching Science through Drawing

M. Koester, Ph.D

DRAWING AS PART OF A SCIENCE CURRICULUM OF CARE

M. Koester, Ph.D

DrawingCognitionThe languages of scienceCurriculum designThe concept of caring for

CONCEPTUAL FRAMEWORK

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M. Koester, Ph.D

WHAT IS HAPPENING HERE?

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THE GREAT TURN OFFto Science

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NAEP 2011 Science and Reading Assessment Summaries

SOME DESCRIPTIVE STATISTICS

Student category

% scoring below basic in READING

% scoring below basic in SCIENCE

All Students 25 36

Low Income Families

37 52

English Language Learners

71 83

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Carnine, L. & Carnine, D. (2004). The interaction of reading skil ls and science content knowledge when teaching struggling secondary students. Reading and writing quarterly . 20 , 203-218.

  Cromley, J . (2009). Reading achievement and science profi ciency:

International comparisons from the programme on international student assessment. Reading psychology . 30(2), 89-118.

  Hapgood, S., & Palincsar, A. S. (2006–2007). Where l iteracy and

science intersect. Educational Leadership, 64(4), 56–61.  Lee, O., Fradd, S. H., & Sutman, F. X. (1995). Science knowledge and

cognitivestrategy use among culturally and l inguistically diverse students. Journal of Research in Science Teaching, 32 (8), 797–816.

  Norris, S. P., & Phil l ips, L. M. (2003). How l iteracy in its fundamental

sense is central to scientifi c l iteracy. Science Education, 87(2), 224–240.

RELEVANT STUDIES

M. Koester, Ph.D

WHAT’S HAPPENING INSIDE THE BLACK BOX?

Science education assessment experts Paul Black and Dylan Wiliam of the UK have put together a LOT of information about practices that just don’t work to effect any kind of meaningful learning at all in science.

M. Koester, Ph.D

A CALL TO ACTION

Science, 2011, Volume 333 (26 August)

A visual picture of formative assessmentDrawing to learn science!UK scholar/researcher Shaaron Ainsworth, has joined with Aussies Russell Tytler and Vaughan Prain (2011) to study drawing as a learning strategy in science. They offer FIVE reasons why drawing should be essential elements of science instruction.

1. Drawing enhances student engagement.

2. Drawing affords students multiple ways to look at and explain science phenomena.

3. Drawing requires students to generate and refine explanatory models.

4. Drawing helps students integrate new and existing understanding.

5. Drawing allows students to make their thinking visible.

The new science Are you willing to try it? - By Merrie Koester, Ph.D.

M. Koester, Ph.D

We need to research the fundamental mechanisms of drawing to learn.

What skills do you first need to develop in order to best take advantage of learning by drawing?

How can teachers best support their students to use drawing alongside writing and talking in the classroom?

What is clear is the growing interest in drawing as it reflects new understandings of science as a multimodal discursive practice, as well as mounting evidence for its value in supporting quality learning.

AINSWORTH, PRAIN, & TYTLER:

M. Koester, Ph.D

Throughout the process of constructing visual representations, semiotics (meaning-making mediated by symbolic representations) and epistemology (the practice of knowledge construction) are‘necessarily interdependent.

A Study about Students Who Draw:

My proposition: This is also true for science teachers who would also draw to learn!

M. Koester, Ph.D

SIGNIFICANTLY,

TEACHERS IN THIS STUDY REPORT…

The representational approach made “new demands on their teaching skills and knowledge.

They needed more skill and practice in how to teach form and function relationships through drawing.

They want instruction in how to themselves create representational drawings.

Tytler, Prain, Huber, & Waldrip

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There is a critical shortage of highly qualifi ed science teachers in poor urban and rural schools in the U.S.

It’s VERY diffi cult for middle grade teachers (students age 11- 14) to have deep knowledge about all the science standards they may be required to teach.

There is safety behind the podium and powerpoint.

Few science teachers have been aff orded any training in drawing or visual spatial thinking.

Arts educators rarely are given planning time with core academic teachers.

REALITIES

M. Koester, Ph.D

The Nature of ScienceThe Nature of MathematicsThe Physical SettingThe Living EnvironmentThe Human OrganismHuman SocietyThe Designed WorldThe Mathematical WorldHistorical PerspectivesCommon ThemesHabits of Mind.

SCIENCE LITERACY CATEGORIES

American Association for the Advancement of Science

M. Koester, Ph.D

SIXTH GRADE: Structures and Responses of Plants &Animals, Earth’s Atmosphere & Weather, Conservation of Energy (Simple machines), Science and Engineering Practices

SEVENTH GRADE: Inquiry, Cells & Heredity, Human Body Systems & Disease, Ecology (Biotic & Abiotic Factors), Chemical Nature of Matter, Science and Engineering Practices

EIGHTH GRADE: Earth’s Biological & Geological History, Earth’s Structure & Processes, Astronomy (Earth & Space Systems), Forces & Motion, Waves (mechanical, electromagnetic spectrum, sound), Science and Engineering Practices

All grades: Working knowledge and practice with all the relevant mathematical and technological skills essential to the study of science.

SC MIDDLE SCHOOL SCIENCE STANDARDS

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Apprenticeship of Observation

Teachers will tend to teach the way they have been taught.

Dan Lortie: Schoolteacher: A Sociological Study, 1975

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RESEARCH QUESTION:

WHAT WILL HAPPEN WHEN SCIENCE EDUCATORS ACQUIRE THE CAPACITY TO TEACH THROUGH DRAWING, USING PEDAGOGY WHICH IS ALSO AESTHETIC?

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An Anesthetic Experience

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Empathic and caringSense-based

InteractiveConnective

“Feelful”Engagement through the Arts

John Dewey, Maxine Greene, and Elliot Eisner

CHARACTERISTICS OF AESTHETIC INQUIRY

What students tell us:  

Teaching science through drawing

- By Merrie Koester, Ph.D.

How has drawing in

science made you

feel?

PROJECT DRAW FOR SCIENCE RESEARCH

M. Koester, Ph.D

Drawing helps me think way better than just listening

or taking notes.

It makes me feel alive!

What students say…

M. Koester, Ph.D

Caring teachers are always

learning, and artistic science teachers will

experiment with new kinds of

teaching performances.

     Our findings: 

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How can drawing be usedto diagnose the depth of

my content knowledge?

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The Back of the Napkin TEST

Write your most favorite area of

science to teach.

Write your least favorite area of

science to teach.

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DRAWING CAN DEEPEN TEACHER CONTENT KNOWLEDGE AND

UNCOVERMISCONCEPTIONS.

Finding…

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New words/concepts are more likely to be remembered when they are presented as pictures rather than with words alone.

Alan Pavio, 1971

The Picture Superiority Effect

DRAWINGS HAVE A HIGH “STICKY”FACTOR

Be careful to vet your drawings for accuracy BEFORE you teach with them lest you communicate a misconception as did this teacher.

M. Koester, Ph.D

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WHAT SHOULD BE INCLUDED IN MY SCIENCE DRAWING INVENTORY?

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To draw somethingis to know it.

Leonardo da Vinci

Drawing Thinks…

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The ambidextrous drawingas a way to know about

bilateral symmetry.

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Ambi-entymology

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Approximately 75% OF THE NERVE PATHWAYS IN THE HUMAN BRAIN DEDICATED TO PROCESSING ALL SENSORY INFORMATION ARE DEDICATED TO THE RECEPTION, DECODING, AND STORAGE OF VISUAL INFORMATION.

THE SCIENCE

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H O W C A N D R A W I N G A N D V I S U A L I Z AT I O N H E L P U S T O B E C O M E B E T T E R T E A C H E R S A N D L E A R N E R S ?

M. Koester, Ph.D

VISUALIZATION EXERCISE

What do you see with the mind’s eye?”

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CLOSE YOUR EYES

Visualize yourself changing a diaper.

Making a sandwich.Changing the oil on your car.Drawing a picture that explains that mass is conserved in a chemical reaction.

THE ART OF DESIGNING

“KNOW”TATIONS

M. Koester, Ph.D

A visual model/drawing that tells the STORY of what you “know” at a given stage of inquiry learning. In order to “succeed”, one must be able to be READ the LANGUAGES of science that are being graphically

represented.

WHAT IS A “KNOW”TATION

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WORDSIMAGESACTIONSSYMBOLS

THE FOUR LANGUAGES OF SCIENCE, AS DESCRIBED BY JAY

LEMKE

M. Koester, Ph.D

However, it should employ drawing as a language of learning and medium of cognition.

It should employ artistic elements of design so that it is “readable”.

THERE IS NO ONE “RIGHT” WAY TO DESIGN A “KNOW”TATION.

M. Koester, Ph.D

Like any new skill, visually organizing the WORDS, IMAGES, SYMBOLS, and ACTIONS of situated science learning in a way that clearly communicates meaning requires both training and practice!

REALTIY

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THIS IS NOT A “KNOW”TATION

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THIS EXAMPLE IS TOO CROWDED AND WORD-HEAVY

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THIS IS A FUNCTIONAL “KNOW”TATION, DESIGNED BY TEACHER WHO WAS AT FIRST VERY RELUCTANT TO DRAW, FOR STRUGGLING 11 YEAR OLD READERS.

M. Koester, Ph.D

Type (font)ImageryWhite space

ELEMENTS OF PAGE DESIGN

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I learned how to create sketchnotes by taking a course called ROCKSTAR SCRIBE, created by Peter and Diane Durand of Alphachimp Studio.

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CREATE A CLEAR VISUAL PATH.

Information source: Mike Rhode, The Sketchnote Handbook

M. Koester, Ph.DActions associated with doing the experiment.

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Words and symbols associated with the collection of data

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3 possible “Know”tationsfor the same science

exploration.

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IMAGE

WORDS

SYMBOLS

ACTIONS

M. Koester, Ph.D

IMAGE

WORDS

SYMBOLS

ACTIONS

M. Koester, Ph.D

IMAGE

WORDS

SYMBOLS

ACTIONS

M. Koester, Ph.D

Drawing heals…

DRAWING AS PART OF A

CURRICULUM OF CARE

M. Koester, Ph.D

You CARE about them and you care FOR them!

You will put yourself out (do extra work, etc. to make their lives better.)

WHEN SOMEONE MATTERS TO YOU…

M. Koester, Ph.D

AT THE BEGINNING, MOST STUDY PARTICIPANTS SAY…

What if I’m no good at drawing myself?

How can I possibly teach through drawing?

Can’t I just let my students draw?

I like it behind my podium!

HOW MUCH DRAWING TALENT DO YOU NEED?

You only need to try.There are many ways to

draw. Your students

will love that you are making yourself

vulnerable. This is an act of care!

M. Koester, Ph.D

Being an innovator often requires taking a risk –

making yourself vulnerable.

In fact…

Avoid privileging any single mode of drawing,

celebrating all INDIVIDUAL drawing

styles— from the naïve and

iconic to the realistically representational.

Autism spectrum students’ first ever opportunity to work with measuring equipment.  (Age 13).  

Drawing is inclusive pedagogy.

M. Koester, Ph.D

Will science teachers dare to draw, even when they’re afraid they’ll be laughed at for drawing like nine year olds?

I ASK YOU…

M. Koester, Ph.D

YES!!!

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Will you join us?Share your innovations?

M. Koester, Ph.D

CREATING AN ETHIC OF CARE IN THE CLASSROOM

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Mia’s Story

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I know why the leaves

change colors,she quietly announced.The red is

always there.

You just don’t see it.

M. Koester, Ph.D

Drawing engages…

M. Koester, Ph.D

Teachers should participate with students in joint productive activity.

CREDE (CENTER FOR RESEARCH ON EDUCATION, DIVERSITY, AND EXCELLENCE) REPORT ON EFFECTIVE

PEDAGOGY:

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INTRODUCING THE PERFORMATIVE NARRATIVE DRAWING!

DRAWING AS NARRATIVE STORY

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THE SCIENCE AND ART OF THE KNOBBED WHELK

THE PERFORMATIVE NARRATIVE DRAWING

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How does this animal…

1.Move2.Breathe3.Eat/drink4.Defend

itself5.Reproduce

What can we observe or notice?

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Draw with me!

M. Koester, Ph.D

You “talk-story” and ask questions as you draws to elicit reason/prior knowledge from learners.

When you dramatically perform story” as you draw, the progressive development of an idea, process, or concept unfolds in real time as the “story” of the idea becomes visible and deep aesthetic connections are made.

THE PERFORMATIVE NARRATIVE DRAWING

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Barnacle prowess.

M. Koester, Ph.D The whelk – a predatory,carnivorous marine snail.

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Moon snail (another vicious carnivore)

(also called a Shark’s Eye)

M. Koester, Ph.D A plant eating land snail (escargot).

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What do you know that youdidn’t know before?

How likely are you toremember this lesson?

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LINKING DRAWING TO ACADEMIC

ACHIEVEMENT…

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Teacher-created visual narrative about mollusks.

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Student art exploringarthropods, echinoderms, andmollusks.

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Core 1 Core 2 Core 3 Core 4 Core 50%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Quiz 1 Grades Compared to Quiz 2

Worms/Sponges QuizEchidorms/Mollusk Quiz

Pre-drawing

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SEEING VS. LOOKINGTHE ART OF NOTICING

Providing direct sensoryexperience with natureto teach ecology.

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QUIET…WHAT’S THERE?

M. Koester, Ph.D

GT REG IEP

8881.3

68.3

97.392.6

88.4

Mean Test Scores by Ability Group

Without and With Drawing ProjectWithout With

         Test scores on a standardized ecology unit test across identified ability groups

Drawing as Language

A SCIENCE LITERATE PERSON has the ability to describe, explain, and predict natural phenomena. (National Science Standards)

DRAWING TO CONVEY MEANING

The 21st century is an age in which graphic communication is essential for being an informed citizen.

Both teachers and students should learn the skill of presenting information by means of graphics they have generated themselves.

PROPOSITION

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WHAT IF?

What If STEM and Arts educators worked together to cross-train each other in ways that aligned with both their national standards?

You get STE[A]M!

M. Koester, Ph.D

The art educatorsimultaneously teaches

elements of design.

M. Koester, Ph.D

DRAWING AS FORMATIVE ASSESSMENT

REGARDLESS OF HOW AESTHETICALLY PLEASING

THE “KNOW”TATION IS,

• The science still has to be correct!

• Could this baby dinosaur have been the natural offspring of parents with these genotypes?

M. Koester, Ph.D

SCIENCE STUDENTS TAUGHT THEIR ART TEACHER ABOUT CELLS AND THIS JOINTLY

PRODUCED LEARNING HAPPENED!

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Drawing instruction and practice should become an integral part of a school’s STEM education program and curriculum as well as science teacher preparation.

REFORM PROPOSITION

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A DIFFERENT WAY OF LEARNING SCIENCE

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Phylum “Picture Pages”

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What evidence is there to support ‘graphicacy’ as a necessary complement to literacy and numeracy for learning across the curriculum at all levels?

ART EDUCATORS KANTROWITZ AND SIMMONS ASK:

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SHOE DESIGN: MATH AND VISUAL ART

Source: Kantrowitz and Simmons study

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FIELD STUDY OF SNAKESRESULTING IN CLASS BOOK BY 7/8 YEAR OLD CHILDREN.

Source: Kantrowitz and Simmons study

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DRAWING IS ESSENTIAL TO THE ENGINEERING DESIGN PROCESS

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DRAWING TO DESIGN ENGINEERING SOLUTIONS

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Drawing sings…

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THE EUTROPHICATION BLUES!

An overly fed, or EUTROPHIC cat

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A SEVERE CASE OF POND EUTROPHICATION

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SOMETHING’S KILLING OUR FISH!

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Bioindicators of severely stressed, polluted aquatic habitats.

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Let’s draw a healthy pond!

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NOW LET’S DRAW THE PROCESS OF EUTROPHICATION STANZA BY

STANZA!

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Up above the pond, sat a field and some hay. Cows munched the grass, ate and pooped all day.

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At first it was greatDown in the glen.The catfish were swimmin’.Life was good right then.

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A little further up,Bunch o’ new homes went in – Asphalt and concrete –Now where trees once been. 

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Soon, ‘twas fertilizing timeFor a big group of farmers –Had to feed their cropsAs the days got warmer.

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Then came the rain.Down, down it did splat.Washed tons ‘ nutrientsInto that wet habitat.

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Ooohhh, the algae rejoiced –Got real big and fat –Had billions of youngins’ – Spreading this way and that.

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A bloom it was called;But it smelled like no flower –Algae turned into scum –Blocked out the Sun’s power.

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The plants on the bottom Reached up for the light.But photosynthesis don’t work When it’s dark as the night. 

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One by one,The bottom plants croaked,The pond scum went bad, And the fish – they done choked!

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In the blink of a few days,The bacteria went mad –Feasting on dead things –Made the pond smell real bad!

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Bacteria youngins’ By the zillions arrived –Drained the pond’s oxygen – Til nuthin’ could survive.

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What once was a nice placeNow smelled like a dump.What’s that sound?It’s the pond being pumped!

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Now, for the musical version!

M. Koester, Ph.D

Empathic and caringSense-based

InteractiveConnective

“Feelful”Engagement through the Arts

DID YOU EXPERIENCE THESE CHARACTERISTICS OF AESTHETIC

INQUIRY?

M. Koester, Ph.D

M. Koester, Ph.DAesthetic Energy!

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VOICE WORDLES

FEELINGS / EMOTIONS: How did drawing in science make you feel? (ADJECTIVES)

ACADEMIC ACTIONS(VERBS)

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The Feelful Wordle

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The Academic Action Wordle

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The RED is always there!

M. Koester, Ph.D

Thank you!!

M. Koester, Ph.D

DISCLAIMER

I do not seek to displace in any way the important traditions of situated, constructivist scientific inquiry (Brown, Collins, & Duguid, 1989). Nor am I suggesting that art smocks replace test tubes, mathematics and/or measurement. I seek, instead, to present evidence that including intrinsically inexact, flexibly purposeful, creative and artistic ways of understanding and communicating the meaning, context, and processes of science phenomena can catalyze learning reactions resulting in a broad, meaningful spectrum of understanding for all students--not just dominant culture students who can read well.