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=** Visual Science wiki **=

Diagrams Project
**Rationale**


 * 1) We appreciate the special place of diagrams in the sciences.
 * 2) What are diagrams for (clarification of the text, shorthand for a process, visualisation, to show equipment)
 * 3) There seems to be relatively little written about diagrams in science teaching and learning, so this is a suitable topic for exploration.
 * 4) There are many things to do, making it a very suitable collaborative project.

**Who is it for?**

**Research sequence**
 * 1) Teachers of science who wish to better understand how to use diagrams in class.
 * 2) Teacher researchers who wish to learn how to carry out practitioner research.
 * 3) Text book writers who wish to know about how the diagrams in their books are used.
 * 4) Teacher educators who wish to strengthen their research base
 * 5) Policy makers who wish to understand the processes of learning science and the value of research.

**Data, collection methods and analysis**
 * 1) What do science teachers and learners think diagrams are for in science?
 * 2) Are diagrams standalone or always with text?
 * 3) Do diagrams always have labels? Are there different kinds of labels and lines? Are there regularities in how these are used?
 * 4) How are diagrams used in examination questions (tests)? Does this tell us how the examiners see diagrams? How long have diagrams been used in examinations? Which examinations use colour? What is the balance of cost v benefit in using colour in examinations?
 * 5) Do different sciences have different diagram types? Can we use the wikipedia diagram types for categorising diagrams?
 * 6) Does the form of diagram promote or hinder learning (e.g. 2D v 3D, animations, colour, abstraction level)?
 * 7) What is the place of drawing a diagram in school science? Is drawing a diagram a higher level skill? (Diagrams do not appear on APP)
 * 8) How do teachers and learners 'read' diagrams? Is it best taught or simply left to personal learning?
 * 9) What regularities do we find in diagrams or diagram/text combinations?

> What do science teachers and learners think diagrams are for in science? These are opinions. We could use open ended questionnaire, structured questionnaire, individual interview (open-ended, semi-structured or structured), forums, Survey Monkey. We could use a pilot (wasteful on suitable clients?) followed by structured questions. Try a pilot with teachers, and enter the data on a word document. New web site Visual Science at wikispaces generated. We await the data from the pilot. > Are diagrams standalone or always with text? This is a desk study with textbooks. > Do diagrams always have labels? Are there different kinds of labels and lines? Are there regularities in how these are used ? This is a desk study with textbooks. > How are diagrams used in examination questions (tests)? Does this tell us how the examiners see diagrams? How long have diagrams been used in examinations? Which examinations use colour? What is the balance of cost v benefit in using colour in examinations? We need to collect selection of examination papers, present and past. These should be scanned as pdfs. Old textbooks have exam questions, often at the end of chapters. When did diagrams start to be common in examination papers. > Do different sciences have different diagram types? Can we use the wikipedia diagram types for categorising diagrams? > Does the form of diagram promote or hinder learning (e.g. 2D v 3D, animations, colour, abstraction level)? > What is the place of drawing a diagram in school science? Is drawing a diagram a higher level skill? (Diagrams do not appear on APP) > > What regularities do we find in diagrams or diagram/text combinations? **Data analysis**
 * 1)  How do teachers and learners 'read' diagrams? Is it best taught or simply left to personal learning? We propose using the Think Aloud protocol. The process is explained using a simple diagram, perhaps by the investigator modelling (coaching) the method as an example. Use a diagram from an unrelated area of knowledge. Set down the diagram face down, start the tape recorder and ask the participant to state name and class. Instruct them to think out loud about what they see (or interpret) as soon as the paper is turned over. They can speak for a s long as they wish. Check that they have really finished before turning over the paper. We will analyse some results collaboratively at our first meeting. Then colleagues can go away and analyse their own before returning to share results.

**Conclusions and implications**