Exploring meaning-making in undergraduate human anatomy and physiology: the role of drawing and representation construction

Undergraduate students often face difficulties in understanding Human Anatomy and Physiology (HAP) due to its complex nature and focus on passive pedagogical tools, often resulting in high withdrawal and failure rates. This study examines the role of drawing as an active form of representation construction to enhance meaningful learning and address these educational challenges. Utilising an embedded mixed-methods approach, this research involved administering the Draw-and-Explain (DaE) Questionnaire (N=27) and conducting DaE Interviews (N=4). These instruments aimed to assess students’ conceptual understanding and meaning-making through both drawing and written responses, identify demographic factors impacting learning outcomes, and explore participants' views on the use of drawing in HAP education. Data analysis revealed that approximately 40% of students effectively used semiotic affordances in their drawings to achieve a moderate level of meaning-making. However, there was a general lack of conceptual understanding of HAP systems, especially the cardiovascular system. Notably, first-year students and those with positive prior experiences in HAP demonstrated higher levels of understanding in their written responses. A significant 95% of participants recognized drawing as a beneficial educational tool that supports effective knowledge acquisition and meaning-making. These findings are valuable in creating instructional approaches and drawing assessment tools in HAP education, therefore influencing the integration of representation construction in HAP education to improve student’s meaning-making and foster their learning experience.