Views of Nature and the Human-Nature Relations: An Analysis of the Visual Syntax of Pictures about the Environment in Greek Primary School Textbooks—Diachronic Considerations

Lemoni, Rea; Lefkaditou, Ageliki; Στάμου, Αναστασία Γ.; Schizas, Dimitrios; Stamou, George P.

doi:10.1007/s11165-011-9250-5

Cited by 16 publications

(10 citation statements)

References 34 publications

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“…Therefore, the design of science teaching material which aligns with the socio-cognitive perspective (i) addresses young readers by assigning them an active role in their own learning, (ii) promotes the development of an intimate social relationship between the reader and the represented knowledge, and (iii) engages the reader with what is presented [32,33,[51][52][53]. In the context of the present study, the degree to which these characteristics are reflected in the verbal and visual semiotic selections of a text refers to address, social distance, and involvement respectively, namely three fundamental dimensions of the interpersonal meaning [24,25].…”

Section: Interpersonal Meaning and Key Socio-cognitive Assumptionsmentioning

confidence: 99%

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

et al. 2021

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Verbal text and images constitute the principal semiotic modes interacting to produce interpersonal meanings in multimodal science texts for young children. These meanings relate to pedagogical perceptions about children’s learning. This study examined verbal text–image relations regarding the interpersonal meaning dimensions of address (the way the reader is addressed), social distance (the kind of the relationship between the reader and represented participants), and involvement (the extent to which the reader is engaged with what is represented) in multimodal text excerpts from science-related books for preschool children. The sample consisted of 300 randomly selected units of analysis. For each unit, the verbal and the visual content was analyzed along each dimension, and the relevant verbal text–image relation was determined. Results indicated that regarding address and involvement, relations of convergence appeared significantly more frequently than relations of complementarity and divergence. Concerning social distance, relations of complementarity and divergence were observed more frequently than relations of convergence. Results are discussed in the context of the Systemic Functional Grammar and the Grammar of Visual Design, in the light of the socio-cognitive perspective on science teaching and learning. Implications for the selection, design, and use of multimodal science texts for young children are also discussed.

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Section: Interpersonal Meaning and Key Socio-cognitive Assumptionsmentioning

confidence: 99%

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

et al. 2021

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“…). Usually, they are conventional representations with the addition of the realistic elements . Most of the studies of images in chemistry school textbooks noted the domination of realistic images, which are used for the macroscopic representation of concepts and processes .…”

Section: Introductionmentioning

confidence: 99%

“…Most of the studies of images in chemistry school textbooks noted the domination of realistic images, which are used for the macroscopic representation of concepts and processes . On the other hand, conventional and hybrid images with elements, which require reading of specific symbols were less represented . Due to this, in the present study, we decided to design a set of hybrid images that could not be found in chemistry school textbooks.…”

Section: Introductionmentioning

confidence: 99%

Hybrid images as part of the primary school chemistry class instruction: Mastering the concepts of amino acids and proteins

Rončević

Sedlar²,

Rodić

et al. 2019

Biochem Molecular Bio Educ

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In this study, a set of hybrid images was designed as a new and up‐to‐date unexamined type of external visual representations in the chemistry classroom. One challenging teaching theme was chosen (“Amino acids and proteins”), and the hybrid images were used among novices—primary school students. For the purpose of the study, two groups were formed: experimental and control. The experimental group was taught using the hybrid images, while the control group was subjected to a traditional approach. After conducting the experiment, no statistically significant difference in the average performances between the two groups was found. However, the experimental group outperformed the control group in several test items. Additionally, misconceptions appeared within the C group. The results showed that several hybrid images with a potentially good methodological design might help students to develop conceptual understanding of some important concepts of amino acids and proteins (e.g., formation of peptide bonds). © 2019 International Union of Biochemistry and Molecular Biology, 47(6):644–655, 2019.

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“…The existing body of literature that examines textbooks as educational materials for early childhood is not sufficient (Lemoni, Lefkaditou, Stamou, Schizas & Stamou, 2013;Martinez-Bello &Martinez-Bello, 2016). There are studies that demonstrate the effectiveness of visuals in textbooks pedagogically (Dimopoulos, Kouladis&Sklaveniti, 2003;Sullivan, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…There are also studies that examine the contents of textbooks in terms of different concepts (text, etc.) (Golos, Moses &Wolbers, 2012;Lemoni et al, 2013; Miralles-Martinez &Alfageme-Gonzalez, 2010). There are very few studies on the textual content of textbooks, therefore, to address this gap in the literature, this research aims to focus on text while examining plant blindness.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Plant Blindness in Turkish Textbooks Used at the Basic Education Level

Ahi

Atasoy

Balcı

2018

JBSE

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The importance of plants is not as clearly understood as that of animals. This lack of attention is called “plant blindness” and is considered one of the most important problems in biology education. Textbooks do not put much emphasis on plants and, therefore, they may contribute to plant blindness. In this research, ten textbooks used for teaching at the basic education level in Turkey were analyzed for plant blindness using the document analysis method. The words and photographs associated with plants and animals were analyzed. The data analysis did not find any evidence that could lead to a conclusion of plant blindness based on the text and photos of these textbooks. However, if the number of plant and animal species covered is increased, and more words and photos are used to introduce these species, children will become more familiar with plants and animals. Besides textbooks, other educational tools can be analyzed in terms of plant blindness to expand on the related literature. Keywords: plant blindness, photograph in textbook, document analysis, written text.

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Views of Nature and the Human-Nature Relations: An Analysis of the Visual Syntax of Pictures about the Environment in Greek Primary School Textbooks—Diachronic Considerations

Cited by 16 publications

References 34 publications

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

Hybrid images as part of the primary school chemistry class instruction: Mastering the concepts of amino acids and proteins

An Analysis of Plant Blindness in Turkish Textbooks Used at the Basic Education Level

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