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首页> 外文期刊>CBE Life Sciences Education >Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology
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Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology

机译：图纸学习：使用图纸促进生物学中基于模型的推理的框架

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摘要

The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report’s Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices.
机译：视觉表示的绘制对于学习者和科学家都非常重要，例如绘制模型以实现基于视觉模型的推理。然而，很少有生物学教员认为绘图是一种可教授的科学过程技能，这在“远见与变化”报告的“建模与仿真”核心能力中就没有体现出来。此外，对绘图的分散研究可能难以访问，综合并难以应用于课堂实践。我们创建了一个绘画到学习的框架，该框架定义了绘画，在生物学教室中对使用绘画的原因进行了分类，并概述了许多干预措施，这些方法可以帮助教师创建一个有利于普通和基于视觉模型的学生绘画的环境。特别是推理。建议的干预措施旨在解决情感，视觉素养和基于视觉模型的推理的要素，并针对每个要素引用具体示例。此外，还提供了用于绘画练习的Blooming工具，还提供了一些建议，以帮助教员解决教室中实施和评估绘画到学习的可能障碍。总体而言，该框架的目标是提高绘画作为生物学技能的知名度，并促进最佳实践的研究和实施。

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