A comparison of descriptive writing and drawing of plants for the development of adult novices’ botanical knowledge
Year: 2018
Type: article
Abstract: Scientific drawing and writing are critical to the development of observational and recording skills in biology. However, it is unclear how the process of drawing and writing contribute to the learning of plant taxonomy. In the present study, 41 adult botanical novices studied a suite of UK native plant species using two methods: labelled drawing and descriptive writing. Tests of species identification and recognition of morphological characteristics indicated that both methods were equally effective at improving species identification. However, drawing captured significantly more morphological information about all study species than writing and was preferred by participants. The quality of drawn and written work was also evaluated and educational implications arising from these are discussed.
Source: Journal of Biological Education
Authors: Bethan C. Stagg, Michael F. Verde
Institutions: Schumacher College, University of Plymouth
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Big Lottery Fund
OpenAlex ID: W2782830237