Abstract
This paper explores students and researchers drawings of white blood cell recruitment. The data combines interviews with exhibit of review-type academic images and analyses of student model-drawings. The analysis focuses on the material aspects of bio-scientific data-making and we use the literature of concrete bioscience modelling to differentiate the qualities of students model-making choices: novelty versus reproduction; completeness versus simplicity; and the achievement of similarity towards selected model targets. We show that while drawing on already published images, some third-year undergraduates are able to curate novel, and yet plausible causal channels in their graphic representations, implicating new phenomenal potentials as lead researchers do in their review-type academic publications. Our work links the virtues of drawing to learn to the disclosure of potential epistemic things, involving close attention to the contours of non-linguistic stuff and corresponding sensory perception of substance; space; time; shape and size; position; and force. The paper documents the authority and power students may achieve through making knowledge rather than repeating it. We show the ways in which drawing on the images elicited by others helps to develop physical, sensory, and sometimes affective relations towards the real and concrete world of scientific practice.
| Original language | English |
|---|---|
| Pages (from-to) | 2596-2620 |
| Number of pages | 25 |
| Journal | International Journal of Science Education |
| Volume | 38 |
| Issue number | 17 |
| Early online date | 18 Nov 2016 |
| DOIs | |
| Publication status | Published - 21 Nov 2016 |
Keywords
- drawing to learn
- Higher education
- models and modelling
- visualisation