Student generated scientific drawings as a sensemaking tool

Abstract

Elementary science curriculum often contains engaging science activities but can lack connections to overarching science theories and ideas, like the NGSS Cross-Cutting Concepts and Science and Engineering Practices. This can result in the sensemaking portion being absent from lessons. This study focused on student sensemaking, particularly through the use of scientific drawings and visual representations, which can support the NGSS practices of 'developing and using models' and 'communicating information.' The purpose was to determine if the use of scientific drawing improved understanding of abstract concepts for fifth-grade students. A second purpose was to determine if explicit scientific drawing instruction improved student confidence in their own drawing skills and their ability to use scientific drawing as a sensemaking tool. Before the treatment unit, the teacher provided scaffolded lessons on scientific drawing techniques. Students created a series of three scientific drawings which were graded and the growth between drawings was analyzed. After drawing instruction, a treatment unit included explicit opportunities to use scientific drawing as sensemaking tool. Student surveys were completed both prior to drawing instruction and after the treatment unit. Individual student interviews were conducted with a small set of students. Results showed no significant difference in the growth between pre and post assessments for science content. However, students demonstrated significant growth in the performance task of scientific drawing. Students reported significant increases in their confidence in drawing skills and their ability to use scientific drawing as a sensemaking tool. Scientific drawing shows promise as a powerful sensemaking and modeling tool. However, elementary students will need continued teacher modeling and support to build on its effectiveness and application to new topics.