Drawn to Biology: Student Attitudes and Perceptions about Visual Art Integration in a Biology Laboratory
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| Title: | Drawn to Biology: Student Attitudes and Perceptions about Visual Art Integration in a Biology Laboratory |
|---|---|
| Language: | English |
| Authors: | Allison Merritt Dennings Wiedemeier, Kim Marie Tolson |
| Source: | American Biology Teacher. 2025 87(1):26-31. |
| Availability: | University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biology, Science Instruction, Art Education, Museums, Exhibits, Peer Teaching, Art Activities, College Students, Freehand Drawing, Program Effectiveness, Grades (Scholastic), Student Attitudes |
| Geographic Terms: | Louisiana |
| DOI: | 10.1525/abt.2025.87.1.26 |
| ISSN: | 0002-7685 1938-4211 |
| Abstract: | Biology and art have been linked throughout history. Early scientists, such as Leonardo de Vinci and John James Audubon, used sketches and painting to document their findings. Even early hominids left evidence of their world through cave art. Histology, the microscopic study of tissues and cells, relies on defining shape and spatial relationships between landmarks within cells and tissues. When looking at a microscopic slide a scientist focuses on form, structure, and complex relationships, while an artist focuses on patterns, colors, and intricate designs. To a biologist, a slide of stained cartilage displays as a tissue with small groups of cells, but to an artist it may resemble islands in a blue ocean. Learning how to use artistic details in combination with scientific concepts can help students better characterize and recognize tissues. Our project brings together two populations of college students to investigate the use of drawing as a learning tool. Senior biology majors received instruction on how to draw, paint, and recognize shape, form, and color from senior-level art students. Our approach provides an opportunity for students to collaborate with each other and with community members through the production of an interactive display for the University of Louisiana Monroe's (ULM) Museum of Natural History. Through metacognitive student responses, we propose that the inclusion of art peer instruction increases student performance. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459163 |
| Database: | ERIC |
| Abstract: | Biology and art have been linked throughout history. Early scientists, such as Leonardo de Vinci and John James Audubon, used sketches and painting to document their findings. Even early hominids left evidence of their world through cave art. Histology, the microscopic study of tissues and cells, relies on defining shape and spatial relationships between landmarks within cells and tissues. When looking at a microscopic slide a scientist focuses on form, structure, and complex relationships, while an artist focuses on patterns, colors, and intricate designs. To a biologist, a slide of stained cartilage displays as a tissue with small groups of cells, but to an artist it may resemble islands in a blue ocean. Learning how to use artistic details in combination with scientific concepts can help students better characterize and recognize tissues. Our project brings together two populations of college students to investigate the use of drawing as a learning tool. Senior biology majors received instruction on how to draw, paint, and recognize shape, form, and color from senior-level art students. Our approach provides an opportunity for students to collaborate with each other and with community members through the production of an interactive display for the University of Louisiana Monroe's (ULM) Museum of Natural History. Through metacognitive student responses, we propose that the inclusion of art peer instruction increases student performance. |
|---|---|
| ISSN: | 0002-7685 1938-4211 |
| DOI: | 10.1525/abt.2025.87.1.26 |
