Running head: LITERATURE REVIEW ASSESSMENT IN SCIENCE EDUCATION 1
Literature Review Assessment in Science Education
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LITERATURE REVIEW ASSESSMENT IN SCIENCE EDUCATION 2
Summary
The article under review is presented by Chang et al., 2020, which focuses on a
systematic review of research trends employing drawing assessments in science education. This
study investigates how research utilizes drawing as an assessment tool to disclose student
abilities in learning science (Chang et al., 2020). The participants involved in this research
included elementary students below the age of 12. Research indicates that drawing is used as a
means for children to express themselves without the need for speech. The students indulge in
several cognitive processes through the learning process by drawing technique. An example of
its impact is based on drawing in promoting generative learning and its application in computers
for assessment. Through drawing, young students can express their understanding of scientific
theories. Educators can utilize this approach to assess a student's knowledge of individual
concepts in science. The formal educational settings have also used drawing as a method for
evaluating competencies in science education. For instance, learners can apply drawing skills in
the classroom courses or the school science laboratory.
However, the research acknowledges the limitation of drawing in the informal education
environment. Therefore, a recommendation is made for further studies on drawing as an
educational setting assessment tool. The research provides an insight into the future direction of
drawing as an assessment tool. These trends include students modeling skills through drawing
and the increased technology support to drawing. When designing research, it is commended to
utilize illustration as a framework for conceptualizing issues. Findings from the review indicate
the need to use drawing as a research tool due to its compelling economic reasons. Also, young
children who experience challenges with writing or verbal abilities can express it through
drawing (Chang et al., 2020).
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Reflection
I feel that the article effectively illustrated the value of drawing to science education. The
various uses and benefits that drawing brings to the field as an assessment tool have been
adequately presented. The article's content is valuable since it enables learners to incorporate
drawing as a formative assessment in the classroom. Besides, focusing primarily on written and
verbal evaluations can hinder a child's scientific concept's actual comprehension. I believe
drawing provides a fair assessment for scores to children with challenges in writing and verbal
expressions. The content presented in this systematic review applies to the science education
system. For example, a science teacher can utilize the student’s understanding of different
science concepts through drawing (Chang et al., 2020). Subjects such as exploring the earth’s
layer can be evaluated by gauging a learner's ability to illustrate the multiple layers accurately.
Therefore, from this drawing assignment, there are numerous assessments I can conclude on the
students' competencies in science. Elements such as the number of layers, order, colors, and
representation of their unique features such as temperatures can be examined via drawing. Also,
when assessing children's science education abilities, drawing can be used to tackle challenges
relating to language barriers. There are cases in which learners lack literature competencies, and
drawing can be used as an alternative assessment format.
Another approach to applying drawing in science education is utilizing a KWL chart in
organizing information before, during, and after a lesson. An illustration of the volcano, for
instance, in science class can be represented using the KWL chart for assessment. The children
can use the map to respond to volcanoes' various questions, such as their shapes and how the
plate tectonics connect to cause the volcano. Students can utilize a Venn diagram in a biology
science class to illustrate the differences and similarities between plant and animal cells. Students
LITERATURE REVIEW ASSESSMENT IN SCIENCE EDUCATION 4
will draw circles to indicate the relationships between animal and plant cells (Ho et al., 2021).
The similarities in characters will overlap, while the differences will be in circles that do not
overlap. Venn diagrams can be introduced in classes for students as they study math. They are
most suitable in science education to help in the visualization of data through presentations and
reports. In science education, animals belonging to the same species, such as whales and fish,
can be presented through Venn diagrams. Young students can highlight the similar and different
traits between them through the overlapping circles. These diagrams can be used to reason
through scientific logic, solve complex mathematical problems, and compare more than two data
sets.
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References
Chang, H. Y., Lin, T. J., Lee, M. H., Lee, S. W. Y., Lin, T. C., Tan, A. L., & Tsai, C. C. (2020).
A systematic review of trends and findings in research employing drawing assessment in
science education. Studies in Science Education, 56(1), 77-110.
Ho, S. Y., Tan, S., Sze, C. C., Wong, L., & Goh, W. W. B. (2021). What can Venn diagrams
teach us about doing data science better?. International Journal of Data Science and
Analytics, 11(1), 1-10.
