Abstract

Scientic diagrams are one of the tools of explanation, alongside text. The paper is a part of research on the role of diagrams in learning, here focusing on what is known as whitespace. Whitespace, which is not always white, is often seen as empty space, that is space without content. However, many diagrams have active whitespace, such the green background in safety diagrams which indicates action to be taken, and is a positive colour. Some have red 'whitespace' indicating the danger of undertaking an action. These all promote 'noticing', that is, drawing features to the observers' attention as part of the diagram purpose. The paper explores two clear examples on safety diagrams (signs) and one where observers were unclear about what was whitespace and what was active content.

Highlights

  • The role of diagrams in learning in science education is too often second place to text, even to the point of being central and dominant in many external assessment programmes

  • There are two other spaces, which might be considered as whitespace by some, and not by others

  • Whitespace is not so obvious, as intended, but when it is recognised as a significant part of a diagram, it may help us to understand the diagram better

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Summary

Short communication

The paper is a part of research on the role of diagrams in learning, here focusing on what is known as whitespace. Whitespace, which is not always white, is often seen as empty space, that is space without content. Many diagrams have active whitespace, such the green background in safety diagrams which indicates action to be taken, and is a positive colour. Some have red 'whitespace' indicating the danger of undertaking an action. These all promote 'noticing', that is, drawing features to the observers' attention as part of the diagram purpose. The paper explores two clear examples on safety diagrams (signs) and one where observers were unclear about what was whitespace and what was active content

INTRODUCTION
The Chinese Food Guide Pagoda
When is it whitespace?
CONCLUSION
Full Text
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