Conceptual mapping of geography textbook content on the example of the desert biome

Abstract

The aim of this study is to identify the key terms used by textbook authors when presenting desert biomes and, subsequently, to visualise the relationships between them using a conceptual map. To achieve this objective, we assessed geography textbooks using conceptual maps, which can be used to conceptualise this topic. The method used is innovative in textbook research and can be used to present results in a visual form with added value. A total of eleven university students created conceptual maps for each of the five analysed textbooks, and this was followed by a synthesis and comparison of the created maps. The effectiveness and clarity of the analysed content is one of the advantages of this visual form of analysis. The data were analysed qualitatively and quantitatively. The results show that the presentation of desert biomes in the textbooks we analysed is somewhat superficial, as the authors do not strive to interconnect concepts from different areas, and their conceptual maps lack higher hierarchy levels. Therefore, textbook authors should opt for a different conceptual approach to explanatory texts instead of the traditional coverage of the individual components of geographical environments.

Enhancing Motivation Strategies in a Mandatory University Geography Course

“…Although it is common for textbooks to include practical activities centered on the analysis of photographs, active engagement through the commentary and manipulation of self-sourced or external landscape photographs has not yet been incorporated into textbooks across various academic levels (Trahorsch et al, 2022;Varjas, 2022;Hintermann et al, 2021). Research such as this article, as well as studies by Yasar & Seremet (2007), Rose (2008), andSidaway (2002), suggest that the integration of such activities should be more regularly implemented throughout the course, rather than being utilized solely as an occasional resource.…”