Drawing and Science Are Inseparable

Drawing is a Human Expression for Teaching/Learning

Phyllis Katz

Phyllis Katz

Phyllis Katz

Phyllis Katz

Drawing for Science Education

An International Perspective

Edited by Phyllis Katz

This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking—sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader.
Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques.
The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education:
- An instance of observation (Audubon, Linnaeus);
- A process (how plants grow over time, what happens when chemicals combine);
- Conceptions of what science is and who does it;
- Images of identity development in science teaching and learning.

Series:

Lucy Avraamidou and Phyllis Katz

Abstract Returning to our rationale for developing this book volume, we look again at our desire to reach more people with science education and to act with more urgency. We set off on a journey with different authors situated in different geosociopolitical contexts who conceptualized these concepts in unique ways. The outcome is a collection of chapters that explore different kinds of issues at different levels, with different participants, and within different contexts. Collectively and individually, the chapters of this book volume constitute this attempt to discuss contemporary aspects of science education through this lens of novelty and homeostasis. We suggest a model from what we have learned and avenues for future research.

Series:

Edited by Phyllis Katz and Lucy Avraamidou

Series:

Edited by Phyllis Katz and Lucy Avraamidou

Meeting Basic Needs

History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education

Series:

Phyllis Katz and Lucy Avraamidou

Abstract Why a book from this viewpoint? Homeostasis and novelty are two basic needs that explain many activities of human life. Derived from biology, the first term describes the tendency to maintain a steady state; the second term is one for which there is evidence that evolution has favored the recognition of the different or new, to assist humans in considering the not-yet-known in an ever changing world in which we must take decisive actions to survive. We recognize regular patterns and the apparent exceptions to those patterns – an essential part of science learning and research. Not only do our individual bodies and minds have these tendencies, but the institutions we have created exhibit them as well. We create venerable institutions that do things in certain ways, just as we recognize in our identities that we may be (and see in others) certain “kinds” of people. Gaining insights into how we and the public respond to efforts in science education through a lens focused on these basic needs may help us better understand how some of our projects engage participants in ways that take hold and others do not.