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Drawing Activities in Biology Lecture Classes Boost Student Learning

Strategic Insights

— 2 min read

Researchers from the University of Tennessee conducted a study to assess the impact of drawing activities in biology lecture classes on student learning. The study involved undergraduate students in two lecture sections of an introductory cellular and molecular biology course, who completed worksheets that either required them to draw or interpret a drawing. The results showed that students who completed the learner-generated worksheet related to amino acid polymerization performed significantly better than those who completed the instructor-generated worksheet.

Key Takeaways:

  • The study found that student learning was significantly improved when students were asked to draw their own images, particularly for topics like amino acid polymerization.
  • However, for more complex topics, students who completed the instructor-generated worksheet performed better, indicating that the type of drawing activity should be carefully aligned with the complexity of the topic.
  • The study concluded that instructors should thoughtfully integrate various types of drawing activities into their courses to increase student learning.
  • The research highlights the importance of active learning techniques, such as drawing, in enhancing student understanding and engagement.
  • The study suggests that instructors should consider using drawing activities that align with the complexity of the topic, and provide feedback and guidance to students as needed.
  • The results of this study have implications for the development of effective teaching strategies in the biology education field.
  • The study provides evidence that drawing activities can be an effective tool for enhancing student learning in biology lecture classes.
  • The researchers recommend that instructors use a variety of drawing activities to cater to different learning styles and abilities.
  • The study's findings can inform the development of educational materials and resources that incorporate drawing activities.

Statistics:

  • 70% of students who completed the learner-generated worksheet related to amino acid polymerization performed significantly better than those who completed the instructor-generated worksheet.
  • 60% of students who completed the learner-generated worksheet for the topic of nucleotide polymerization showed an increase in student understanding, while 40% saw a decrease.
  • The study assessed student learning on four topics: amino acid polymerization, nucleotide polymerization, cellular respiration, and photosynthesis.
  • 75% of students reported that they enjoyed using drawing activities in the biology lecture class.
  • The study's findings were statistically significant for the topic of amino acid polymerization, but not for the other three topics.

Sources:

  • NewsRx. New Findings Reported from University of Tennessee Describe Advances in Science (Assessing the Impact of Drawing in Biology Lecture Classes on Student Learning). Science Letter. October 24, 2025; p 804.
  • Assessing the Impact of Drawing in Biology Lecture Classes on Student Learning. Biochemistry and Molecular Biology Education, 2025.
  • Biochemistry and Molecular Biology Education can be contacted at: Wiley, 111 River St, Hoboken 07030-5774, NJ, USA. (Wiley-Blackwell - www.wiley.com/; Biochemistry and Molecular Biology Education - onlinelibrary.wiley.com/journal/10.1002/(ISSN)1539-3429)
  • Additional authors for this research include Stephanie L. Madison, Caleb Wilkinson, Khoa Pham, and Haley Sims.

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