Ainsworth et al. have asked the question, “Should science learners be challenged to draw more?” (Science, Education Forum, 26 Aug 2011, p. 1096). They point out that scientists “imagine new relations, test ideas, and elaborate knowledge through visual representations.” Despite this, science learners are more likely to be taught the skills that are needed to interpret the visualizations others have made rather than the skills needed to make their own. Ainsworth et al. list five ways in which drawing skills might contribute to science learning:
- Drawing to enhance engagement
- Drawing to learn to represent in science
- Drawing to reason in science
- Drawing as a learning strategy
- Drawing to communicate
In this day of cut-and-paste, drawing is rarely taught, but I don’t think one needs to focus on drawing only.
Reed students receive a healthy exposure to molecular modeling. They not only see a large number of models in their courses, they also learn to build models and incorporate model-based data in their assignments and projects. Ainsworth et al., however, point to a side of molecular modeling that could use more attention: teaching students how to incorporate models into visualizations. A good picture, you know, is worth 1.0E+03 words.
