Abstract
One type of active learning technique that instructors can incorporate is the use of various drawing activities. This study investigates the impact of drawing during biology lecture classes on student learning. Undergraduate students in two lecture sections of an introductory cellular and molecular biology course completed worksheets that either required them to draw (learner-generated) or required them to interpret a drawing (instructor-generated). The four topics that were assessed were amino acid polymerization, nucleotide polymerization, cellular respiration, and photosynthesis. Student learning was assessed using multiple-choice and short-answer exam questions. Students who completed the learner-generated worksheet related to amino acid polymerization performed significantly better than students who completed the instructor-generated worksheet. Differences in student learning were not statistically significant for the other three topics; however, trends indicated that for some topics, the learner-generated worksheet increased student understanding while for other topics the students who completed the instructor-generated worksheet performed better. These findings indicate that it is important to carefully align the type of drawing activity with the complexity of the topic. When the drawings were too complex, students did not gain as much from creating their own images. Instructors are encouraged to thoughtfully integrate various types of drawing activities into their courses to increase student learning.