THE RELEVANCE OF DIAGRAMS IN SCIENCE TEACHING AND LEARNING

Since time immemorial, the educational process debatably involves a mediated communication between teachers and learners to add sense or meaning making for both the stakeholders. The diagrams and various illustrations are the meaningful resource to mediate the educational journey. Diagrams can break out of the linear and systemic nature of printed text to show non-linear and systemic feature. In Science teaching and learning process, the use of diagrams is more relevant to make the representations of complex systems. Presently the pedagogy of Science is becoming modified from Linguistic methods to a mixed-visual methods supplemented with new techniques. Diagrams and diagramming are features of teaching and learning practices both as a means of Instruction and as a means of training learners in the use of diagrams that are features of many working and practicing teachers. There is also seemingly important need to make diagrams accessible and meaningful to students, quite contrary to the mechanical manner in which it is perceived and used by them. This paper discusses the Diagrams and their relevance in Science teaching and learning since they have different purposes and are required for understanding and communication.