A Comparative Analysis Regarding Pictures Included in Secondary School Geography Textbooks Taught in Turkey

Yaşar, Okan; Şeremet, Mehmet

doi:10.2167/irgee216.0

Cited by 21 publications

(24 citation statements)

References 11 publications

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“…Tang, 1994;Mikk, 2000, pp. 269-309;Yasar & Seremet, 2007). Selected visuals were assessed using the scaling method based on predefined assessment criteria.…”

Section: Data Collectionmentioning

confidence: 99%

“…Nevertheless, gaps in the state of knowledge in this area are still present. The current research of visuals in geography textbooks deals with the issue of absence of comprehensive expert assessment of the quality of visuals and this problem is closely connected to the non-existence of a fully standardised and available methodical assessment tool (compare for example Metallinos, Muffoletto, Petterson, Shaw & Takakuwa, 1990, Tang, 1994Yasar & Seremet, 2007;Janko & Knecht, 2013 etc.). Several synthetic research tools have been designed and verified (standardisation) for analyses examining the complexity or demands of explanatory texts (Mikk, 2000;pp.…”

mentioning

confidence: 99%

“…Several studies especially in psychology or cognitive cartography based on the theory of multimedia learning (Mayer, 2009) or the conjunct theory (Verdi & Kulhavy, 2002) document the impact of various characteristics of visuals of the effectiveness of students' learning (see further, Table 2). The characteristics of visuals influencing various levels of success in the learning process can be seen as the criteria useful for quantitative analysis of visuals (see for example Metallinos, Muffoletto, Petterson, Shaw & Takakuwa, 1990;Tang, 1994;Yasar & Seremet, 2007).…”

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confidence: 99%

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Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education

Trahorsch¹,

Bláha²,

Chytrý³

2019

Review of International Geographical Education Online

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The aim of the article is to assess the quality of visualisation of geomorphology, hydrology and agriculture of Czechia through maps, schemes and photographs in geography textbooks for ISCED 1 and ISCED 2 levels of education. A total of 15 geography textbooks were selected and a total of 90 visuals from these textbooks were analysed. The scaling method according to defined criteria relating to the concept of usability was applied; the result of scaling was the usability coefficient. The data obtained through scaling was subsequently statistically analysed. The outcomes of the statistical analysis show that the usability coefficient of visuals in textbooks for the older cohort is higher than in textbooks for younger students. The usability coefficient as an indicator of quality of the assessed visuals is linked especially to the tradition of publishing houses, as visuals in textbooks published by publishers with relatively long tradition are of a higher quality than those by publishers with shorter tradition and therefore less experience with publishing textbooks. Differences in the quality between individual types of visuals or themes are not statistically significant.

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“…Tang, 1994;Mikk, 2000, pp. 269-309;Yasar & Seremet, 2007). Selected visuals were assessed using the scaling method based on predefined assessment criteria.…”

Section: Data Collectionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education

Trahorsch¹,

Bláha²,

Chytrý³

2019

Review of International Geographical Education Online

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“…V zahraničních výzkumech je typickým rysem zkoumání vztahů mezi výkladovým textem a samotnými vizuáliemi. Pozornost je zaměřena na souvislosti v obsahu (Ysar & Seremet, 2007), na problematiku integrace textu a vizuálií (Peterson, 2016). Výsledky studií ukazují na větší přínosy v procesu učení při souladu (souvislosti) a integraci textu a vizuálií.…”

Section: Komparace Zaměření čEských a Zahraničních Výzkumů Vizuáliíunclassified

Analýza výzkumů vizuálií v učebnicích na příkladu učebnic s geografickým obsahem

Trahorsch¹,

Bláha²,

Janko³

2018

PedOr

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Abstrakt:Článek je přehledovou studií, jejímž cílem je vymezit a kriticky zhodnotit metodologické přístupy výzkumů vizuálií v učebnicích s geogra ickým obsahem. Dalším cílem této studie je shrnout hlavní závěry vědeckých prací a naznačit perspektivy budoucího výzkumu. V rámci odborných prací je zřetelná terminologická nejednotnost označení pro netextovou -ilustrační složku učebnic. Celkem bylo analyzováno 92 studií bez časové a územní speci ikace v českém a anglickém jazyce, které byly vyhledány v multioborových časopiseckých fulltextových databázích (konkrétně EBSCO, WoS, SCOPUS, ERIC, ProQuest a Geobibline) pomocí kombinace českých klíčových slov a jejich anglických ekvivalentů. Samotná analýza výzkumů ukázala, že ve výzkumech převládá expertní hodnocení využívající převážně kvantitativně orientované metody, mezi něž patří především kvantitativní obsahová analýza vizuálií; v rámci kvantitativně orientovaného uživatelského hodnocení má klíčový význam metoda dotazníku a didaktického testu. Dále bylo zjištěno nerovnoměrné zastoupení výzkumů vizuálií napříč stupni škol; opomíjenou oblastí výzkumu jsou učebnice pro věkové období ISCED 1. V rámci učebnic geogra ie mají klíčové zastoupení fotogra ie; ačkoliv mapy jsou jedněmi z typických geografických vizuálií, jejich podíl na celkovém počtu vizuálií v učebnicích je podle výsledků analyzovaných výzkumů relativně nízký.Klíčová slova: vizuálie, učebnice zeměpisu, učebnice vlastivědy, učebnice s geogra ickým obsahem, přehledová studie

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“…Didactic principles are affected by socio-historical development (Tracana, et al, 2008;Marius-Costel, 2010;Dubljanin, 2010;Romelić, Ivanović, 2011). There are variation in determining their number and there are different classifications, however, educators agree on the following: the principles are a system that includes education of an individual as a whole, the principles make up a whole, and each of them is applied in different and concrete educational situations (Romelić, 2004;Hamann, 2007;Ivanović, Ivkov, 2007;Yasar, Seremet, 2007;Frumos, 2008;Romelić, Ivanović, 2011;Babić-Kekez, Tasić, 2012).…”

Section: Introductionmentioning

confidence: 99%

Achieving competencies with grammar school students through utilisation of selected didactical principles: Case study of geographic features of Europe

Ljubica¹,

Djukicin²,

Lukic³

et al. 2015

Geogr Pannon

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The aim of this research was to ascertain the competencies of grammar school students who learn geographic features of Europe by applying selected didactical principles. The research included 2nd grade students of "Laza Kostić" Grammar School in Novi Sad (North Serbia). Selected classess were divided into two groups of students. The experimental group teaching was performed through traditionally lecturebased teaching in the classroom with the main usage of principles of intuition and science. The control group learned through group form of teaching with the main usage of principles of interesting and attractiveness and conscious activities of students. A questionnaire containing 15 statements was used while teaching the experimental lessons. This questionnaire (based on the Likert-type 5 point scale) has been drawn up and it included a survey where students evaluated motivation and participation in the process of teaching geography or activities and learning/acquiring certain geographic content using selected didactic principles, forms, methods and tools. There was a test, which consisted of 9 questions of different levels of cognitive domains of learning -knowledge, skills and abilities. In order to determine whether there is a correlation between self-evaluation of the level of motivation, participation and learning, the self-evaluation of the level of motivation, participation and the knowledge test between the experimental and control group, Pearson correlation coefficient was determined. The results show that the level of students' reproductive knowledge remains the same in research-based traditional and modern teaching, but the problem-solving skills and abilities related to selected geographical features improved within experimental group of students.

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A Comparative Analysis Regarding Pictures Included in Secondary School Geography Textbooks Taught in Turkey

Cited by 21 publications

References 11 publications

Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education

Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education

Analýza výzkumů vizuálií v učebnicích na příkladu učebnic s geografickým obsahem

Achieving competencies with grammar school students through utilisation of selected didactical principles: Case study of geographic features of Europe

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