The effects of students drawing in their science notebooks on their understanding of science in seventh grade science
Olmanson, Aaron Kent.
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In this investigation, student's drawings were implemented with the purpose of gathering information after a passive lesson in science. Students drew after two chapter lessons, one on vertebrates and one on chemistry. The student's final test scores closely (within 10%) reflected their drawing scores. The drawings were found to be a valuable formative assessment and the student's attitudes increased 38% in favor of using drawings in science as a way to communicate science knowledge learned.