In science subjects, not only one must have proper language pitching through vocabulary, terminology, glossary and syntax, one must also have good command on recognizing visual symbols, making diagrams and drawing graphs besides reading and describing science through them. Both the textual vocabulary and the visual vocabulary acquisitions are greatest predictors of success in learning science.
The current curriculum lays stress on the following three aspects.
1. How to draw and interpret distance-time and speed-time graphs and interpret them?
2. Converting word stories into graphs and vice-versa
3. Carrying out project work on story graphs
he modern science syllabi have started emphasizing conversion of ‘word stories’ in to graphs as well as ‘reading graphs’ to tell their ‘word stories’.
For example, the Cambridge Curriculum of Physics, now lays enough emphasis on plotting the ‘distance-time’ and ‘speed-time’ graphs and interpreting them.
An attempt was made to create a power point presentation and a worksheet to create word-stories from the graphs. Four class sessions of 35 minutes each were spent on it to acquire skill of making and interpreting graphs.
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