Historical Analysis of Portuguese Primary School Textbooks (1920–2005) on the Topic of Digestion

Carvalho, Graça Simões de; Silva, Rui Manuel Correia da; Clément, Pierre

doi:10.1080/09500690600739340

Cited by 41 publications

(25 citation statements)

References 4 publications

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“…They turn out to be too confusing and they do not make interpreting the interrelations between the different systems which take part in human nutrition easy (Carvalho et al, 2007). Similar deficiencies, as well as others related to physiological aspects of nutrition, have been found in Spanish texts (García Barros & Martínez Losada, 2005).…”

Section: Tablementioning

confidence: 97%

What do Children Aged Four to Seven Know about the Digestive System and the Respiratory System of the Human Being and of Other Animals?

Barros

María

Garrido

2011

International Journal of Science Education

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Section: Tablementioning

confidence: 97%

What do Children Aged Four to Seven Know about the Digestive System and the Respiratory System of the Human Being and of Other Animals?

Barros

María

Garrido

2011

International Journal of Science Education

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“…Some have even suggested that many textbook representations, and the interpretations that are potentially made from them, are the source of some of the students' misconceptions we see so frequently in the research literature; Kesidou & Roseman (2002) note that visual representations in textbooks are possible causes of well-known student misconceptions and a cause for interpretive difficulty, as do de Posada (1999), Carvalho, Silva, & Clement (2007), and Colin, Chauvet, & Viennot (2002).…”

Section: Visual Representations In Textbooks: a Brief Reviewmentioning

confidence: 99%

Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks

Lee

2010

International Journal of Science Education

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Visual representations are ubiquitous in modern-day science textbooks and, have in recent years, become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the United States over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus of 34 US middle school physical science textbooks, continuities are established with respect the purposes that most textbook images serve and the numbers of schematic representations that are used. Changes are observed in the overall total number of representations in textbooks and in the proportion of representations that are photographic. Individual, interpretive cases of representations over time are presented to further illustrate the continuities and changes that have taken place. Specifically, high-fidelity images, such as photographs, are shown permeating or replacing schematic and explanatory images in the interest of promoting familiarization to students. This shifting emphasis toward familiarization is discussed as a specific cause for concern about quality and utility of representations in modern-day US science textbooks.

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“…The link between the digestive system and the circulatory system are the most commonly described link, but the connections to the urinary system are seldom expressed (Carvalho and Clement, 2007).…”

Section: Background and Frameworkmentioning

confidence: 99%

Students' ideas about the human body and their ability to transfer knowledge between related scenarios

Enochson¹,

Redfors²

2012

EJHBE

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Historical Analysis of Portuguese Primary School Textbooks (1920–2005) on the Topic of Digestion

Cited by 41 publications

References 4 publications

What do Children Aged Four to Seven Know about the Digestive System and the Respiratory System of the Human Being and of Other Animals?

What do Children Aged Four to Seven Know about the Digestive System and the Respiratory System of the Human Being and of Other Animals?

Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks

Students' ideas about the human body and their ability to transfer knowledge between related scenarios

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