Generative learning theory emphasizes learners' active participation in the construction of meaning rather than passive knowledge acceptance. Based on generative learning theory, this paper systematically reviews the application progress of drawing as a generative learning strategy in the education of medical science, biology, physical education, and other disciplines, as well as in the visualization of scientific research outcomes. The analysis indicates that by concretizing abstract scientific concepts, drawing plays a distinct role in knowledge construction, skill development, and interdisciplinary integration, enabling learners to actively construct knowledge for in-depth understanding, and further assisting them in clarifying the inherent links among different knowledge elements to build a structured knowledge framework. Additionally, the paper addresses practical challenges, including unbalanced cognitive load, ambiguous evaluation criteria, and inadequate interdisciplinary competencies of teachers, and outlines prospects for future development in technology integration, standard establishment, and teacher training. It provides theoretical support and practical pathways for advancing the in-depth integration of science and art.

Yang Song, Wenbin Jiang, Linlin Chen, Xizhi Wang. Research Progress on the Integration of Science and Art——Exploration of Generative Learning Strategies with Drawing as the Core. Frontiers in Art Research (2025), Vol. 7, Issue 6: 70-75. https://doi.org/10.25236/FAR.2025.070611.

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