Drawing is a powerful process tool that supports learning in life science classrooms. Effective drawing activities frame drawing as a learning process and explicitly incorporate observation and communication. The goals of this article are to situate drawing as a valuable learning experience and to guide educators through designing and implementing directed drawing activities that fit their needs and learning goals. The guidance provided can be useful for educators new to using drawing as well as those already using drawing.
Rasmussen et al. (Mon,) studied this question.