Page 272 - Resúmen - XXV Congreso Latinoamericano de Parasitología - FLAP

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The hands- on drawing process in veterinary parasitology learning

Vilés López, Karina ; Llaguno Lazo, Glenda ; Diaz, Camilo ; Pires, Regina Helena
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1 Universidad Agraria del Ecuador/Dept. Salud Pública; Universidad Agraria del Ecuador/Dept. Salud
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Pública, Universidade de Franca-Brazil/Programa de Doutorado Promoção da Saúde; Universidad Agraria
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del Ecuador/F. EconomíaAgrícola; Universidade de Franca-Brazil/Programa de Doutorado Promoção da
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Saúde

Archaeological records show the act of drawing as the first means of visual representation by humans. In
science, it includes a simple table or line graph to rigorous detailed diagrams of a phenomena. After the
incredible discovering of the photography, hands-on drawing lost its importance as an essential and
mandatory discipline for the most relevant scientists and their findings. Recently, it has been achieving
relevance as an important and recognized tool for the learning/teaching process. To analyse the
perspective of learning by drawing in veterinary parasitology, 42 second-year undergraduate students were
voluntarily surveyed after being encouraged to draw parasite lifecycles. They also received masterclasses
and made presentations using graphs downloaded from the internet. At the end of the course, each student
delivered one presentation and one sketch from a selected parasite and a split written/drawing test was
taken. Main results determined the drawing process as a relaxing, motivating, preferable and a more
effective learning tool for the students. Besides, student scores of drawing test were significantly higher
than the written test (P<0.05). As described by other authors, visual representation is integral to scientific
thinking, and it also should be considered as a significant learning/teaching tool beyond reading and writing.
Though a fast-growing technology era with available high detailed images has also contributed to the
understanding of science, the act of drawing lets an active participation of the learners in the mind
consolidation of a concept. These results indicate that even when some students perceived it tricky (26.3%),
they felt more motivated and learned once they had done its draw. Moreover, since scores of drawing part
were significantly higher than writing questions and students also would prefer more hands-on drawing for
other subjects in their career, this rewarding tool should be rather used for veterinary science learning.

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