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  • The pupils’ acquisition of knowledge during school instruction is nowadays strongly influenced by the expansion of visual media (Moser, 2010). In this context, contemporary textbook production is undergoing a visual turn (LaSpina, 1998). Although the amount of visuals in textbooks grows at the expense of text, there is a lack of serious and research-based considerations of their assessment. The aim of the paper is to describe the process of development of a research instrument for (a) the categorization of types and (b) the assessment of particular instructional qualities of visuals in geography textbooks (see Janko, 2012). The category system is based on deductive content analysis (see Gläser-Zikuda, 2008, p. 72). Theoretical background underpinning the research instrument is presented, especially the Dual Coding Theory (e.g. Paivio, 2007).
  • The pupils’ acquisition of knowledge during school instruction is nowadays strongly influenced by the expansion of visual media (Moser, 2010). In this context, contemporary textbook production is undergoing a visual turn (LaSpina, 1998). Although the amount of visuals in textbooks grows at the expense of text, there is a lack of serious and research-based considerations of their assessment. The aim of the paper is to describe the process of development of a research instrument for (a) the categorization of types and (b) the assessment of particular instructional qualities of visuals in geography textbooks (see Janko, 2012). The category system is based on deductive content analysis (see Gläser-Zikuda, 2008, p. 72). Theoretical background underpinning the research instrument is presented, especially the Dual Coding Theory (e.g. Paivio, 2007). (en)
  • The pupils’ acquisition of knowledge during school instruction is nowadays strongly influenced by the expansion of visual media (Moser, 2010). In this context, contemporary textbook production is undergoing a visual turn (LaSpina, 1998). Although the amount of visuals in textbooks grows at the expense of text, there is a lack of serious and research-based considerations of their assessment. The aim of the paper is to describe the process of development of a research instrument for (a) the categorization of types and (b) the assessment of particular instructional qualities of visuals in geography textbooks (see Janko, 2012). The category system is based on deductive content analysis (see Gläser-Zikuda, 2008, p. 72). Theoretical background underpinning the research instrument is presented, especially the Dual Coding Theory (e.g. Paivio, 2007). (cs)
Title
  • Visuals in geography textbooks: Increasing reliability of the assessment tool
  • Visuals in geography textbooks: Increasing reliability of the assessment tool (en)
  • Visuals in geography textbooks: Increasing reliability of the assessment tool (cs)
skos:prefLabel
  • Visuals in geography textbooks: Increasing reliability of the assessment tool
  • Visuals in geography textbooks: Increasing reliability of the assessment tool (en)
  • Visuals in geography textbooks: Increasing reliability of the assessment tool (cs)
skos:notation
  • RIV/00216224:14410/13:00074764!RIV15-MSM-14410___
http://linked.open...avai/riv/aktivita
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  • P(EE2.3.30.0009)
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  • 114222
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  • RIV/00216224:14410/13:00074764
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  • geography textbooks; visuals; categorical system; reliability (en)
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  • [98F2DD49EC0B]
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  • Knecht, Petr
  • Janko, Tomáš
http://localhost/t...ganizacniJednotka
  • 14410
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