Case Study in Brief
Description
We ask participants to collect or use a selection of leaves with different shapes. They release the leaves one at a time from a height that allows them to observe how each leaf falls.
Participants draw the falling pattern of the leaf they observe. Afterward, they exchange their drawing with another group. Each group then studies the drawing they receive and tries to guess which type of leaf it represents.
The goal of this activity is to sharpen observation skills and show how drawing, as an artistic tool, can support the understanding of a scientific concept. It links visual expression to the study of motion in physics.
Dispatch From the Field
We organize this workshop at the Western Norway University of Applied Sciences (HVL) in April 2024. The Bergen Chamber of Commerce coordinates the participation of trainees from various companies and public institutions. These trainees are part of the TraineeVest programme, also managed by the Chamber.
After an introduction to the SENSE project and a short session on needs assessment, we divide participants into groups of 3 or 4. Each group receives one type of leaf to use in the activity. Group members sit around a table, and one person finds a suitable height to release the leaf while the rest observe how it falls. For example, participants often stand on a chair and stretch out their hand to drop the leaf.
After observing, each group draws the leaf’s falling pattern on paper. Then they exchange drawings with the group next to them. Each group studies the drawing they receive, discusses it and tries to guess which type of leaf it shows.
This activity creates an engaging way to explore physics concepts such as motion, gravity and air resistance. The way each leaf falls, spinning, fluttering or dropping straight, gives a chance to observe these principles in action. The drawing part of the task adds an artistic dimension, encouraging participants to reflect creatively on what they see.
Guessing which leaf corresponds to a drawing encourages imaginative thinking. It connects artistic interpretation to physical observation, helping participants move between inductive and deductive reasoning in a unified STEAM process.
We see this activity as a unique example within the taxonomy of STEAM learning. It supports imaginative learning by asking participants to link artistic patterns to physical traits like shape and weight. This connection starts earlier in the process, when each group observes how its leaf falls after closely examining its features. As a result, the activity supports abductive reasoning, the ability to form the best explanation based on limited observations.
Practical Details – Facilitator’s Notes
How did you modify the activity?
We design this activity as a taxonomy task because it focuses on making informed distinctions between different types of leaves through hands-on observation.
The session runs for 1.5 hours. This gives enough time for all participants to present their findings. In this workshop, we divide participants into seven groups, which also allows us to introduce a wider variety of leaves. Each group works with a different type, which adds complexity to the drawing exchange and guessing. Still, the activity also works with a smaller number of groups, with a minimum of two.
How did you organize the space?
We set up the room with enough chairs and desks for all 25 participants. For the leaf activity, we place participants in groups of about three. Each group chooses a desk and selects one leaf from a shared collection. They also decide how high to release the leaf, for example, by standing on a chair.
Who did you work with?
The participants are newly graduated trainees, employed in various companies and public institutions across Western Norway. They all take part in the TraineeVest programme coordinated by the Bergen Chamber of Commerce. Their backgrounds vary, with education and work roles in fields such as IT, administration, economy and marketing.
What resources did you use?
To run the activity, each group uses a blank sheet of paper, a pen or pencil and a set of leaves to choose from. We prepare all materials in advance, including the leaves, which are collected and provided by HVL staff.
What did you learn?
This activity shows how art-based and science-based inquiry can work together to deepen understanding. The more learners focus on the artistic details in what they observe, the stronger their scientific reasoning becomes. We see this clearly when groups compare drawings and begin to discuss how leaf shape affects falling patterns. These conversations help develop both observational skills and scientific argumentation.
