Use Of Drawings Research Articles

Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy

AbstractMaking drawings can help students avoid and overcome difficulties they encounter when solving real‐world (or modeling) problems. However, many students do not make drawings spontaneously. In the present study, 132 students in Grades 9 and 10 were randomly assigned to the experimental conditions “with situational or mathematical drawing instructions” or to the control condition “without drawing instructions.” Multilevel path analyses showed that mathematical drawing instructions had a positive total effect on performance, and the effect was transmitted via the use of drawings. Also, strategic knowledge about drawing had a positive total effect on performance via the use of drawings. Further, strategic knowledge about drawing moderated the effect of mathematical drawing instructions on students' use of drawings. An in‐depth analysis of an exemplary modeling problem provided us with additional hypotheses about how drawing instructions and the use of drawings affect modeling performance on the problem level.

Effects of verbal and visual support on learning by tablet-based drawing

The use of drawing has emerged as a promising approach to promoting generative learning. However, findings have been mixed, especially when no support is provided for the drawing task or when this generative task is performed on a computer. The aim of the present two studies was to assess the effect of visual (Study 1) or verbal (Study 2) support on different learning outcomes among college students working with pen-based tablets. The results of the first study (N = 73) showed that engaging students in a tablet-based drawing task improved their learning of pictorial information, compared with a condition where the picture was provided, but visual support (predrawn background) had no beneficial effect. In the second study (N = 116), providing instructions about which elements to draw first (verbal support) improved the drawings’ quality and the recall of pictorial information. No effect of drawing or support on comprehension was observed in either study. Results also revealed a focused processing effect, as the learning-by-drawing strategy had a negative impact on the memorization of nonpictorial information in the text. These studies indicate that suitable support can improve the effectiveness of the drawing-based learning strategy. Further research is needed to elucidate the effects of this strategy on different learning outcomes.

Drawings as tools to (re)imagine space in interdisciplinary global health research.

Understanding the role of space in infectious diseases' dynamics in urban contexts is key to developing effective mitigation strategies. Urbanism, a discipline that both studies and acts upon the city, commonly uses drawings to analyze spatial patterns and their variables. This paper revisits drawings as analytical and integrative tools for interdisciplinary research. We introduce the use of drawings in two interdisciplinary projects conducted in the field of global public health: first, a study about the heterogeneous burden of tuberculosis and COVID-19 in Lima, Peru, and second, a study about urban malaria in Jimma, Ethiopia. In both cases, drawings such as maps, plans, and sections were used to analyze spatial factors present in the urban context at different scales: from the scale of the territory, the city, and the district, to the neighborhood and the household. We discuss the methodological approaches taken in both cases, considering the nature of the diseases being investigated as well as the natural and social context in which the studies took place. We contend that the use of drawings helps to reimagine space in public health research by adding a multidimensional perspective to spatial variables and contexts. The processes and products of drawing can help to (a) identify systemic relations within the spatial context, (b) facilitate integration of quantitative and qualitative data, and (c) guide the formulation of policy recommendations, informing public and urban health planning.

The Use of Drawings and Sketch Maps to Identify Spatial Attitudes of the Inhabitants of Urban Enclaves

Based on the results of the author’s research conducted in 2014-2016 with the participation of the inhabitants of two urban enclaves of poverty in Poland, the article focuses on mobility and various spatial attitudes which have been identified on the basis of the participants’ drawings and sketch maps related to their place of residence: the yard, the nearest neighbourhood and the city. When constructing the model of attitudes, the author was inspired by Stomma’s ethnological description of world and anti-world, and the levels of existential space distinguished by Norberg-Schulz. The model includes: imaginations and feelings towards specified spaces, by some seen as their own and tamed (orbis interior), while by others as foreign and wild (orbis exterior); and spatial mobility, determined on the basis of spatial orientation (implosive, explosive) and spatial behaviour of the subjects (exploratory, escapist, inertial). A typology of spatial attitudes is proposed based on these variables.

The Use of Drawing as Learning Activity in a Human Anatomy Course: Implications for Learning Scientific Foundation of Nursing

Human anatomy is perceived by health science students and educators to be a burdensome, challenging and labour-intense course. In order to enhance understanding of human anatomy, the use of student-centred approaches is encouraged, of which drawing is included. However, it is not explicitly known how nursing students in Kavango east region experience the use of drawing. This research was conducted to explore and describe the experiences of first-year nursing students from a resource-constraint setting on the use of drawing as a learning activity in a human anatomy course. A qualitative descriptive, explorative, and contextual study was conducted in Kavango east region, Namibia. Data were collected via focus-group interviews with 28 participants who were conveniently selected. A qualitative content analysis was followed, while trustworthiness was ensured according to the four principles of Lincoln and Guba. Ethical clearance and permission were granted by the School of Nursing Research Committee. The ethical principles of autonomy, non-maleficence, beneficence, and justice were adhered to. The experienced beneficial aspects of drawing are enhancement of course understanding, boosting creativity, and integration of theory into practice. Challenging aspects were related to lacking artistical skills, time constraints, complex and complicated drawings as well as a shortage of materials and learning resources. In order to improve drawing as a learning activity in human anatomy, recommendations were made for nursing students, educators and future researchers.

Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms

AbstractThis classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children’s drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children’s ‘emergent disciplinary drawing’ in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that ‘emergent disciplinary drawing’ is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.

Black book blackboard black book: A drawing-based strategy for knowledge transfer

This paper reflects on a project run in a first-year class of art and design degree, in the Curricular Unit of Art and Design Theory. The objective of the project was to investigate the potential of a teaching protocol where a set of drawings were generated in class by the teacher to facilitate knowledge transfer in the classroom. The drawings generated by the teacher in class have not been treated or explored as a strategy as such, but they supported the delivery of theoretical content in the classroom. As part of the teaching theory protocol, a series of drawings were built as a sequential visual narrative, in the form of a story; these drawings, acting as visual narratives, sought to enable students to understand the theoretical content. At the end of the sessions, all students involved in the project were evaluated through surveys, to gather evidence of their understanding of theory. The results obtained suggest that the use of drawing as a tool in explaining theory facilitates a better understanding of theoretical concepts for students. It also allows the teacher to clarify and adjust unclear points in the lectures, and as such this protocol could function as a recursive strategy. In conclusion, the simplicity of this strategy could benefit students with cognitive difficulties, offering a complementary approach in the dialogue between teacher and student. This approach is particularly useful in contributing to the transfer of knowledge in the classroom in a digital age.

Drawing your way into ethnographic research: comics and drawing as arts-based methodology

ABSTRACT This article outlines an attempt to use drawing and comics as an arts-based research methodology during an ethnographic project relating to sport and social change in South Africa. The use of drawing within fieldnotes has a long history, and more recently the use of comics as a form of research and dissemination has received increased attention. The purpose of this article is to introduce the potential that drawing and comic making provide as unique arts-based methodologies within ethnographic research. Through examples of comic vignettes, comic panels, and drawings, I illustrate how drawing(s) operated as a site of departure and arrival. My drawings and comics began to trace the entanglements that inevitably develop through ethnographic research. As I started to trace the lines of myself and community members moving and playing within soccer spaces, I was drawn into dialogue and relationship with people, places, and histories.

Promote connections between mathematics drawing and history of art in high school through a stem approach

The paper is part of the debate surrounding the possibilities for advancing the role of Mathematics within STEM education through interdisciplinary approaches. It provides an example of how high school students can engage in tasks of modelling (interdisciplinary approach) directed to promoting connections between Mathematics and ‘Drawing and History of art’. Specifically, the paper describes a teaching practice focused on the theoretical and applicative implications of the process of interpretation and constructionof the Vignola’s geometric method for laying out the Ionic volute. The study of the method makes use of drawing as a formal analysis tool in order to make the students grasp the sense of the graphic representation synthesized by the geometric model. The intuition of the geometric genesis of the model is then verified on the computer with the use of the <GeoGebra software.

The application of salutogenesis to teaching and learning – A systematic review

AbstractPurposeThe inclusion of salutogenic principles in education deepens and broadens the understanding of the teaching and learning process in a healthy way and opens the potential to create a sound educational environment characterised by the prevention of burnout, improved physical and mental health, and higher levels of achievement. The aim of this review is to fill the lack of comprehensive information regarding the relationship of salutogenesis, sense of coherence, and the process of teaching and learning.Materials/methodsA literature search was carried out in Web of Science and Scopus electronic databases with the cutoff date of July 2020. Search words were sense of coherence, salutogenesis, education, school, academic performance, achievement, students, and their combinations. Altogether 62 articles were found on the relationship of salutogenesis, sense of coherence, and education but only 6 were related to salutogenic teaching/learning process. These were included in the present review.ResultsThe studies included in this review presented salutogenic models related to teaching literacy as a learning process through life, building sustainable relationship between supervisor and students, improving transcultural competence, and being able to solve conflicts across cultures. Practical implications were demonstrated such as the use of drawing as an integration tool to improve self-expression and emotional recognition, realisation of teaching practice as an exercise for self-consciousness, and introducing the concept of teacher as a source of emotional security for students.ConclusionsThe models bring different but equally valuable contribution to the salutogenic teaching process which strengthens the educational environments resulting in better academic performance, as well as physical and mental health.

Why and how teachers make use of drawing activities in early childhood science education

ABSTRACT Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.

Isn’t all about trash... Children’s conceptions about ecology and their implications for biology education in Colombia

ABSTRACT The article presents the results of an exploratory-qualitative study about children´s conceptions of ecology in relation to media messages. The objective of the study has been to identify the role of ecologism and environmental campaigns on ecology conceptions of 105 6th grade children, age 10–12, from an educational institution in Bogotá, Colombia. A multi-method study, with an open-ended questionnaire and the use of drawings, has been conducted to explore students’ conceptions about ecology and its role; the concept of ecosystem and systemic thinking; and the identification of the sources of information. A content analysis, with theoretical categories based on the theory of social representation, has been applied. Results indicate that participants often relate ecology to recycling, separation of solid residues, and the care and conservation of the environment. Children do not refer to ecology as scientific theory probably because of the general discourse circulating in the media. The authors suggest that results have strong implications for biology education, especially about the ecology process, requiring the teacher's intervention to expand the children´s conceptual profile and scientific knowledge.

From digital drawing to dissemination of the collected data, reflections on the virtual creative process

The research presented here focuses on the understanding of the act of drawing not only as a means of restitution of the architectural survey but also considering the modernization of the representation techniques. This must be considered as a first step for the creation of virtual environments capable of offering advanced methodologies for the dissemination of the collected data. Expanding the techniques that can be referred to drawing will not only be a necessary process, and one that is already underway, but it will have to strengthen the intrinsic potential of representation. The aim is to communicate and record information with common codes facilitating reading and dissemination. Central to this is the use of drawing as a means of connection between different figures researching a topic. Drawing must be interpreted as the restitution and result of processes of elaboration and codification of the information collected with the survey, that leads us to the modeling and realization of exhaustive elaborations, containing the greatest amount of information useful for the dissemination of the existing architectural heritage and beyond. Its digital evolution, an opportunity to increase the potential and strength of the scientific dissemination of knowledge.

Problems, policy and politics \u2013 perspectives of public health leaders on food insecurity and human rights in Australia

BackgroundTo achieve zero hunger targets set within the United Nations’ Agenda 2030, high-income countries such as Australia must reconsider current efforts to improve food security. This study aimed to; explore perspectives from public health nutrition experts on the usefulness of drawing on the international human right to food, and associated mechanisms, to address food insecurity; identify potential roles of key stakeholders in Australia to implement a rights-based approach; and examine barriers and enablers to achieving the right to food in Australia.MethodsQualitative in-depth interviews were conducted with key informants (> 10 years professional experience). Braun and Clarke’s (2006) six-phase approach to thematic analysis was employed to analyse data, using Kingdon’s multiple streams framework (1984) to examine interactive variables which affect policy-making processes.ResultsThirty interviews took place, with most participants representing academia (n = 16), majority had 10–14 years of experience (n = 12) and almost one quarter (n = 7) were in senior leadership roles. Participants believed that framing food insecurity as a human rights issue could be effective when communicating with some audiences, however alternative rhetoric is more popular and potentially more effective. Citizens, government, food industry, non-profit sector, research/tertiary and legal institutions were described as playing critical roles. Barriers to progress were identified as lack of awareness and acknowledgement of the problem, prioritisation of the private sector, lack of political will and domestic laws, and an inefficient/ineffective charitable food sector. Participants identified various enablers and opportunities for implementing a rights-based approach such as grass-roots advocacy efforts to raise awareness of the issue, integrating human rights into government frameworks and community projects and the political will to support action aligned with sustainable development.ConclusionsHuman rights language and mechanisms have the potential to trigger genuine commitment to addressing food insecurity however should be used with caution. Australia’s public health workforce requires increased capacity to implement a human-rights approach and framing such efforts to align with sustainable development may achieve greater political action.Trial registrationEthics approval was received from the Deakin University Human Research Ethics committee (project ID HEAG 168_2018).

Piercing the Screen of the Dispositif: Interrogating the Ideological Effects of the Perspectival Image

In the exhibition, ‘Piercing the Screen of the Dispositif’, held at the Tent Gallery at the Edinburgh College of Art in October 2017, images of the film House: After Five Years of Living – made by Charles and Ray Eames in 1955 – were extracted, dissected and spatialised. Using Jean Louis Baudry’s concept of the dispositif in film studies, and Jacques Lacan’s notion of the image/screen, this essay provides an analytical critique of the Eameses’ film and their representation of the domestic interior through the screen. The aim is to extrapolate and identify, through design-based research, some of the components in the configuration of Baudry’s dispositif. Through drawings and the construction of a physical structure, the exhibition proposed an alternative architectonic assemblage of such components, suggesting new subjective and material consequences in the process. In this sense, in this essay, the use of drawings and models acts as an analytical instrument in which the specificity of the studied medium (in this case, film) is suspended, unpacked, and deconstructed to re-construct an apparatus that proposes an alternative ‘disposition’ of its images. As an extension, it also proposes the representation of a domestic interior that is not simply constrained to a visual experience, but which expands as a visual landscape and a spatial performance within the gallery space.

Taking Live Methods slowly: inhabiting the social world through dwelling, doodling and describing

This article contributes to literatures on sociological live methods by advocating for ‘playing’ with the concept of slow methods. Slow methods include a reflexive disposition towards the unfolding of social life in ordinary spaces (dwelling), the use of drawing as an embodied tool for understanding this unfolding (doodling) and the combination of these approaches into writing which deliberately seeks to evoke the liveness of the social world (describing). It draws on an ethnography of a joint-use public-academic library and several scenes selected from its fieldwork. I make three arguments: first, I argue for analogue methods to compliment digitally focussed live methods. Second, I explore the value of slow methods for being drawn into a scene and drawn to see its micro-happenings, particularly in spaces where the social world unfolds in mundane and uneven ways. Third, I argue the approach allows ‘shy researchers’ to engage attentively and reflexively in the field.

КОМПЛЕКСНІ ТАБЛИЦІ «ТЕОРІЇ ІНЖЕНЕРНОЇ ГРАФІКИ» І ІХ ВИКОРИСТАННЯ В НАВЧАННІ ЗА СПЕЦІАЛЬНІСТЮ 191 АРХІТЕКТУРА ТА МІСТОБУДУВАННЯ

Lectures on engineering graphics, for students of architectural specialties, according to the curriculum, require a significant amount of visual materials. It is advisable to transfer the theoretical provisions of engineering graphics in the form of a table. This approach makes it possible to structure the material of lectures in the form of complex tables of theory, with the main emphasis on images. Theoretical material in the form of complex tables allows more successful use of heuristic learning, which is appropriate since there is almost no use of drawings in schools nowadays. Such techniques involve consideration of several approaches to solving problems and in general the diversity of the entire course of lectures on engineering graphics, which can be done using generalized tables of theory. For example, the four main problems of descriptive geometry, which are solved in three ways to convert the plot, are provided on one sheet. Descriptive Geometry - Engineering Graphics grammar prepares the student to express their thoughts through drawings and understand each other throughout forms of drawing.

Virtually the Same? Comparing the Use of In‐Person and Virtual Drawing Sessions on the Clinical Anatomy of the Vagus Nerve

Intro Drawing in anatomy increases comprehension, enhances test grades, and promotes long term retention. Literature supports the use of drawing in teaching and learning anatomy, however, there is little research into the effectiveness of drawing on teaching clinical anatomy and its comparison to traditionally used resources such as lectures and textbook reading. Additionally, previous studies have failed to compare in-person drawing to virtual sessions. We hypothesize that students participating in instructor-guided drawing or lecture sessions, both in-person or virtually, will perform better on anatomy assessments and will rate their sessions higher than students reading textbooks. Methods In order to test the hypothesis, novice first year medical students were recruited over two academic years. All sessions in 2019 were held in person, while sessions in 2020 were conducted virtually to compare effectiveness of drawing templates in two academic environments. Student participants completed the Index of Learning Style questionnaire which helped categorize the students as either a preferred visual or non-visual learner. Visual and non-visual students were randomly but uniformly placed into one of four interventional groups: a drawing on paper group, a drawing on technology group, a lecture group and a reading group. The study focused on teaching the structural, functional and clinical anatomy of the vagus nerve. Each learning session began with an anatomy pre-test, followed by a teaching session specific to each interventional group, and ended with an anatomy post-test and a satisfaction survey. Students were invited to complete an additional test and survey 6 months after the primary learning session to assess long-term retention. Results Preliminary results suggest students in all four interventional groups significantly improved from pre-test to post-test in both academic years. When scores on clinical questions were analyzed, participants in groups with instructor guidance including the drawing and lecture groups significantly improved following their teaching session, while students in the reading group had no significant improvement. Additionally, students in those specific groups rated their sessions higher than students in the reading group when asked if they found their session to be effective and if they recommend sessions like theirs be added to the curriculum. Students in the drawing and lecture groups agreed their sessions were more effective than if they spent that time reading from a textbook. Conclusions The results of this study suggest in-person and virtual teaching sessions involving instructor guidance either through drawing or lecture lead to enhanced retention, clinical knowledge and student satisfaction when compared to textbook reading.

DRAWINGS TO LEARN SCIENCE: SOME REFLECTIONS

Teacher needs to reinvent himself or herself all the time, proposing activities in the classroom that enable students to build and reconstruct knowledge. Particularly in science, this knowledge is mediated through scientific models, often inaccessible to students’ understanding. For the comprehension of a chemical reaction, for example, the student is invited to imagine how the interactions between the particles would be, the atomic rearrangement, totally abstract thought and based on models, often expressed by visualizations, that need to be constantly constructed and reviewed by students. However, how to revise these abstract concepts? What strategies could be used? The answer to these questions is complex, but we would like to propose a reflection on the use of drawings, as a possibility, among so many existing ones.

Evaluation of efficiency of methods for drawing round wire with large diameters

Drawing in monolithic draw dies is the primary and often nonalternative pressure metal treatment (PMT) method used in the wire manufacture for various purposes both in our country and abroad. Its effectiveness largely depends on the wire diameter and properties. Thus, when drawing wire of large diameters (&gt;8.0 mm) from high-carbon steels (high-tensile reinforcing wire, spring wire, etc.), the stability of the process and the probability of metal fraction decreases. The use of classic roller draw dies increases the strain uniformity along the wire cross-section, reduces the force and multiplicity of drawing. However, the «circle-shaped section-circle» roller gauge system used in this process leads to a more complicated process, and most importantly, to a significant increase in production costs. In this paper, a comparative analysis of the drawing efficiency of a round billet with a diameter of 16.00 mm from steel grade 80 into a wire with a diameter of 14.25 mm (strain degree 21%) in one step in the classic monolithic draw die and roller draw dies: three-roller draw die with a spatially closed round gauge and three-roller draw die of radial shear strain. The latter is comparable to the well-known radial-shear rolling. The difference is that the energy is introduced into the deformation zone by applying a front pulling force, and the idler rollers rotate around the wire with a special drive. The authors used finite element modeling in the Deform-3d software package. The deformed state in processes with linear tensile strain was estimated by the distribution of the accumulated strain degree in the billet cross-section, and in processes with torsion – by the change in the curvature of the line applied to the side surface of the billet. The power parameters were determined in Deform-3d in the coordinates: drawing force – time of billet movement. The stress state was determined by the hydrostatic stress on the wire axis and the Cockcroft-Latham fracture criterion. It is established that the wire strain in a monolithic draw die is characterized by a significant strain inhomogeneity across the cross-section, monotonous flow, high energy consumption, and the wire collapsibility, especially of the mid-layers. The use of draw dies with a spatially closed round gauge reduces the drawing force by about 40%, reduces the degree of strain inhomogeneity along the cross-section, and increases the degree of accumulated strain. The radial-shear strain drawing significantly increases the degree of accumulated strain and provides grain grinding, especially in the surface layers of the wire.