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  • Visuals represent a structural component of school textbooks, which serves as a tool for didactical transformation of educational content and has a great potential to support pupils' understanding of the subject matter. A content analysis of school textbooks regarding the visuals and their instructional qualities thus may provide valuable findings both for educational theory and practice. However, application of the method in educational research shows peculiarities (regarding a regional point of view) which affect a predictive value of the research findings. The aim of the contribution is to provide comparison of research approaches, through which the issue of visuals in textbooks and their instructional qualities is carried out in the Czech Republic and Germany. In this manner, attention is paid especially to the theoretical background and methodology.
  • Visuals represent a structural component of school textbooks, which serves as a tool for didactical transformation of educational content and has a great potential to support pupils' understanding of the subject matter. A content analysis of school textbooks regarding the visuals and their instructional qualities thus may provide valuable findings both for educational theory and practice. However, application of the method in educational research shows peculiarities (regarding a regional point of view) which affect a predictive value of the research findings. The aim of the contribution is to provide comparison of research approaches, through which the issue of visuals in textbooks and their instructional qualities is carried out in the Czech Republic and Germany. In this manner, attention is paid especially to the theoretical background and methodology. (en)
  • Visuals represent a structural component of school textbooks, which serves as a tool for didactical transformation of educational content and has a great potential to support pupils' understanding of the subject matter. A content analysis of school textbooks regarding the visuals and their instructional qualities thus may provide valuable findings both for educational theory and practice. However, application of the method in educational research shows peculiarities (regarding a regional point of view) which affect a predictive value of the research findings. The aim of the contribution is to provide comparison of research approaches, through which the issue of visuals in textbooks and their instructional qualities is carried out in the Czech Republic and Germany. In this manner, attention is paid especially to the theoretical background and methodology. (cs)
Title
  • Types and Instructional Qualities of Visuals in Czech and German Geography Textbooks: Comparative analysis
  • Types and Instructional Qualities of Visuals in Czech and German Geography Textbooks: Comparative analysis (en)
  • Types and Instructional Qualities of Visuals in Czech and German Geography Textbooks: Comparative analysis (cs)
skos:prefLabel
  • Types and Instructional Qualities of Visuals in Czech and German Geography Textbooks: Comparative analysis
  • Types and Instructional Qualities of Visuals in Czech and German Geography Textbooks: Comparative analysis (en)
  • Types and Instructional Qualities of Visuals in Czech and German Geography Textbooks: Comparative analysis (cs)
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  • RIV/00216224:14410/13:00074797!RIV15-MSM-14410___
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  • RIV/00216224:14410/13:00074797
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  • comparative analysis; geography textbooks; visuals; educational qualities of visuals (en)
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  • Janko, Tomáš
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  • 14410
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