Using Drawing as an Active Learning Technique to Address Student Misconceptions About Evolution

Students are adept at memorizing definitions and examples of key evolutionary concepts but struggle with interpreting evidence of evolution due to common misconceptions. We developed drawing activities to address their misunderstandings and present two examples, one that is about homologous structures and one that covers punctuated equilibrium. Students complete a sequence of drawings before engaging in classroom discussions where they share their work. Subsequently, students have improved comprehension. Instructors are encouraged to use our two examples and explore a wider range of evolutionary topics that students can draw to help them identify misconceptions.