Publication details
Srovnávací analýza typů nonverbálních prvků v současných českých a německých učebnicích školní geografie
| Title in English | A Comparative Analysis of the Types of Visuals in Current Czech and German Human Geography Textbooks |
|---|---|
| Authors | |
| Year of publication | 2015 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace |
| MU Faculty or unit | |
| Citation | |
| Web | https://journals.muni.cz/pedor/article/viewFile/3421/pdf6 |
| Field | Pedagogy and education |
| Keywords | geography; textbooks; visuals; visual representations; comparative analysis; didactical transformation |
| Description | The aim of the study is to compare types of visuals (as means for didactical transformation of educational content) in Czech and German geography school textbooks and to interpret the results considering educational goals of school geography. First, the contemporary progress of geography school textbooks is contemplated which is implied by the arising complexity of geographical knowledge. Then is being described which role in this context is played by textbook visuals. The theory of textbooks and the concept of representation are used for explanation. Considered are also educational goals of school geography which are subsequently used as context for interpretation of the results. Regarding the methodology, the study was realized as content analysis of 2 Czech and 2 German geography school textbooks (ISCED 2) in which 1140 visuals were analysed. The results showed that pictorial types of visuals (photo, realistic drawings) still predominate in actual Czech school textbooks. In German school textbooks, however, the distribution of the types of visuals is better balanced. It could be therefore concluded that in Czech geography school textbooks predominate the types of visuals which may promote pupil´s emotional experiences towards educational content, but promote its cognitive elaboration only to limited manner. They may thus serve as didactical means for educational goals in affective domain, rather than in cognitive or psychomotoric domain. |
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