Abstract
This study examines the potential of open-ended student drawing serving as a springboard for creative performance and innovative ways of knowing in undergraduate biology. Our methodology takes into consideration visual stimuli (images on the instructor's PowerPoint slides), students' responses to an open-ended drawing task, and the sociocultural context in which these drawings were produced. Our visual design analysis revealed that nearly 40% of students (n = 20/52) opted for creatively reinventing science examples in a manner that was highly original and novel. It is argued that open-ended drawing can help open the doors of science instruction to student creativity and creative performance.
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