A model for conceptualizing drawing as a teaching-learning activity in biology education
A model for conceptualizing drawing as a teaching-learning activity in biology education

Summary/Abstract: The purpose of presented article is to propose a way of dividing a graphical activity of a student in accordance to his/her mental involvement. Presented proposition is not strictly limited to school situations. The three dimensions of drawing would include: 1) schemes – when students draws what they see, 2) drawings – where students draws what they understand, and 3) sketches – when basing on their knowledge and skills and understanding of the presented issue they can solve a biological problems, may create representations new for them as a result of creative problem solving. It seems like usually at the biological lessons the first type of drawing is used (if ever). Such situation may lead to limiting a creativity development among polish students. The additional claim of the presented article is to show and encourage everyone who is dealing with teaching to invite all three dimensions of drawing into regular practice. Especially that drawing used as a method might help and support learning progression in science education.

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