Drawing Sustainability: Helping Students to Know What They Know
235
teaching tools that enable them to benchmark students’ knowledge and help students
know what they know.
References
Abdel Meguid E, Collins M (2017) Students’ perceptions of lecturing approaches: traditional versus
interactive teaching. Adv Med Educ Pract 8:229–241
Adams E (2017) Thinking drawing. Int J Art Des Educ 36(3):244–252
Ainsworth S, Prain V, Tytler R (2011) Drawing to learn in science. Science 333(6046):196–1097
Boehm K, Lees-Spalding J (1993) The student book: the indispensable applicant’s guide to UK
colleges and universities. Papermac, London
Boron S, Murray K, Thomson G (2017) Sustainability education: Towards total sustainability
management teaching. In: Filho W, Brandi L, Castro P, Newman J (eds) Handbook of theory
and practice of sustainable development in higher education, vol 1. Springer, Switzerland, pp
37–52
Brooks M (2005) Drawing as a unique mental development tool for young children: interpersonal
and intrapersonal dialogues. Contemp Issues Early Child 6(1):80–91
Caleon I, Subramaniam R (2010) do students know what they know and what they don’t know?
using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. J Res
Sci Educ 40:313–337
Carless D, Boud D (2018) The development of student feedback literacy: enabling uptake of
feedback. Assess Eval High Educ 43(8):1315–1325
Davis E (2003) Prompting middle school students for productive reflection: Generic and directed
prompts. J Learn Sci 12:91–142
de Bruin A, Kok E, Lobbestael J, de Grip A (2017) The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality.
Metacognition Learn 12:21–43
Dewey J (1916) Democracy and education. An introduction to the philosophy of education.
Macmillan, New York, NY
Dikmenli M (2010) Misconceptions of cell division held by student teachers in biology: a drawing
analysis. Sci Res Essays 5:235–247
Drayson R (2015) Student attitudes towards and skills for sustainable development, executive summary: employers. https://www.iau-hesd.net/sites/default/files/documents/executive-sum
mary-students-2015.pdf
Figuero P, Raufflet E (2015) Sustainability in higher education: a systematic review with focus on
management education. J Clean Prod 106:22–33
Flavell J (1976) Metacognition and cognitive monitoring: a new area of cognitive development
inquiry. Am Psychol 34:907
Franco I, Saito O, Vaughter P, Wheraet J, Kanie N, Takemoto R (2018) Higher education for
sustainable development: actioning the global goals in policy curriculum and practice. Sustain
Sci 14:1621–1642
Glynn S, Muth K (2008) Using drawing strategically: drawing activities make life science
meaningful to third- and fourth-grade students. Sci Child 45:48–51
Gobert J, Clement J (1999) Effects of student-generated diagrams versus student-generated
summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics.
J Res Sci Teach 36:39–53
Griffith A, Burns M (2014) Teaching backwards. Crown House Publishing, Bancyfelin
Hannon S, McBride H, Burns B (2004) Developing creative and critical thinking abilities in business
graduates: the value of experiential learning techniques. Ind High Educ 18(2):95–100
235
teaching tools that enable them to benchmark students’ knowledge and help students
know what they know.
References
Abdel Meguid E, Collins M (2017) Students’ perceptions of lecturing approaches: traditional versus
interactive teaching. Adv Med Educ Pract 8:229–241
Adams E (2017) Thinking drawing. Int J Art Des Educ 36(3):244–252
Ainsworth S, Prain V, Tytler R (2011) Drawing to learn in science. Science 333(6046):196–1097
Boehm K, Lees-Spalding J (1993) The student book: the indispensable applicant’s guide to UK
colleges and universities. Papermac, London
Boron S, Murray K, Thomson G (2017) Sustainability education: Towards total sustainability
management teaching. In: Filho W, Brandi L, Castro P, Newman J (eds) Handbook of theory
and practice of sustainable development in higher education, vol 1. Springer, Switzerland, pp
37–52
Brooks M (2005) Drawing as a unique mental development tool for young children: interpersonal
and intrapersonal dialogues. Contemp Issues Early Child 6(1):80–91
Caleon I, Subramaniam R (2010) do students know what they know and what they don’t know?
using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. J Res
Sci Educ 40:313–337
Carless D, Boud D (2018) The development of student feedback literacy: enabling uptake of
feedback. Assess Eval High Educ 43(8):1315–1325
Davis E (2003) Prompting middle school students for productive reflection: Generic and directed
prompts. J Learn Sci 12:91–142
de Bruin A, Kok E, Lobbestael J, de Grip A (2017) The impact of an online tool for monitoring and regulating learning at university: overconfidence, learning strategy, and personality.
Metacognition Learn 12:21–43
Dewey J (1916) Democracy and education. An introduction to the philosophy of education.
Macmillan, New York, NY
Dikmenli M (2010) Misconceptions of cell division held by student teachers in biology: a drawing
analysis. Sci Res Essays 5:235–247
Drayson R (2015) Student attitudes towards and skills for sustainable development, executive summary: employers. https://www.iau-hesd.net/sites/default/files/documents/executive-sum
mary-students-2015.pdf
Figuero P, Raufflet E (2015) Sustainability in higher education: a systematic review with focus on
management education. J Clean Prod 106:22–33
Flavell J (1976) Metacognition and cognitive monitoring: a new area of cognitive development
inquiry. Am Psychol 34:907
Franco I, Saito O, Vaughter P, Wheraet J, Kanie N, Takemoto R (2018) Higher education for
sustainable development: actioning the global goals in policy curriculum and practice. Sustain
Sci 14:1621–1642
Glynn S, Muth K (2008) Using drawing strategically: drawing activities make life science
meaningful to third- and fourth-grade students. Sci Child 45:48–51
Gobert J, Clement J (1999) Effects of student-generated diagrams versus student-generated
summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics.
J Res Sci Teach 36:39–53
Griffith A, Burns M (2014) Teaching backwards. Crown House Publishing, Bancyfelin
Hannon S, McBride H, Burns B (2004) Developing creative and critical thinking abilities in business
graduates: the value of experiential learning techniques. Ind High Educ 18(2):95–100