Is it a Diagram or a Cartoon?

TL;DR

The speaker shares their confusion about diagrams being called cartoons in their biology education, which may affect their future teaching.

Transcript

this top looks nice hello everyone welcome back to our channel so i am doing my masters in radiation biology at oxford university and there are things that have been they haven't been confusing me but they shocked me seriously so i'm going to tell you the whole story and i don't know how this will sound in your ears but i hope that it doesn't confu... Read More

Key Insights

• 😕 The speaker has been confused by the use of the term "cartoon" instead of "diagram" in their biology education at Oxford University.
• ❓ They speculate that the difference in terminology may be due to cultural or contextual differences.
• 🧑‍🎓 The speaker worries about how they will confidently teach future students, particularly in Africa, using terminology that contradicts their previous understanding.
• 😑 They express concern about how examiners may react if a student refers to a diagram as a cartoon in an exam setting.
• ❓ The speaker questions their own ability to adapt to this terminology shift and wonders if other African students may also be confused.
• 🍧 They highlight the importance of having confidence and clarity in teaching, especially in scientific subjects like biology.
• 🧑‍🏫 The speaker anticipates challenges in teaching biology and expects potential misunderstandings if they have to refer to diagrams as cartoons.

Questions & Answers

Q: Why did the speaker get confused about diagrams being called cartoons?

The speaker got confused because they had always known diagrams as diagrams until their professors in Oxford started referring to them as cartoons.

Q: How long has the speaker been using the term "diagram" for visuals in biology education?

The speaker has been using the term "diagram" for visuals in biology education for the past 24 years.

Q: What is the speaker's concern about teaching biology in Africa?

The speaker is concerned that if they have to refer to diagrams as cartoons when teaching biology in Africa, their students may not understand or take them seriously.

Q: How does the speaker feel about the confusion between diagrams and cartoons?

The speaker finds the confusion amusing and expresses their disbelief that none of their previous teachers have ever referred to diagrams as cartoons.

Summary & Key Takeaways

• The speaker, a radiation biology student, shares their confusion about diagrams being referred to as cartoons in their education at Oxford University.

• They had always known diagrams as diagrams until their professors in Oxford started calling them cartoons.

• The speaker worries about how they will confidently teach their future students, especially in Africa, if they have to refer to diagrams as cartoons.