"Drawing" Your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology

Autor/inn/en	Gansemer-Topf, Ann M.; Paepcke-Hjeltness, Verena; Russell, Ann E.; Schiltz, James
Titel	"Drawing" Your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology
Quelle	In: Innovative Higher Education, 46 (2021) 3, S.303-319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gansemer-Topf, Ann M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-020-09542-6
Schlagwörter	Freehand Drawing; Visual Stimuli; Teaching Methods; Active Learning; Multimedia Instruction; Undergraduate Students; Ecology; Instructional Effectiveness; Science Education; Problem Solving + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Multimediales Lernen; Ökologie; Unterrichtserfolg; Naturwissenschaftliche Bildung; Problemlösen
Abstract	Sketchnoting is a design methodology that involves communicating concepts visually. This active learning tool has shown potential for influencing student learning but its applications have been limited. Adopting the principles of research related to the Scholarship of Teaching and Learning and employing Mayer's cognitive theory of multimedia learning, our interdisciplinary team from industrial design, biology, and education incorporated this pedagogical tool in an undergraduate upper-level ecology course and assessed its effectiveness. We found that students' perceptions of the value of using tools such as sketchnoting did not significantly change after being introduced to the tool, but over two-thirds of students found the tool valuable and would recommend it to other students. The percentages of students who used the tool never or seldom, remained similar over the semester, but a much higher percentage of students increased their use of sketchnoting. We found that there were differences in how students utilized sketchnoting for learning. Students reported the importance of using sketchnoting for communicating. Because drawings are critical ways to communicate science, teaching visual representation techniques such as sketchnoting can improve science students'ability to identify and solve problems; subsequently improving their long-term success. Additional research exploring why and how this approach could be integrated within college coursework and how it can support learning in science is needed. Framed as an example of SoTL work, our efforts also highlight the iterative nature of these projects and the importance for researchers and faculty members to embrace the multiple roles of teacher and learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01