Nonverbální prvky v učebnicích zeměpisu jako zprostředkovatelé geografického vědění: Analýza žákovského hodnocení a interakce
| Title in English | Visuals in school textbooks as mediators of geographical knowledge: An analysis of pupils´ evaluation and interaction with textbook visuals |
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| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
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| Citation | |
| Description | Nonverbal elements are essential part of modern geographical textbooks. They serve as pictorial representations and thus may facilitate understanding of geographical phenomena, which would otherwise be difficult for pupils to understand. However the issue of pupils´ cognitive interaction with nonverbal elements in textbooks has been given only a limited attention in pedagogical research. The paper presents findings of a qualitative survey, which sought to identify how pupils evaluate didactical quality of nonverbal elements in current Czech geography textbooks and to analyze nature of processes that pupils involve in cognitive interaction with nonverbal elements of different types and characteristics. The results indicate that understanding nonverbal elements is not trivial for pupils and they have to construct it actively. In this respect important are the processes leading to the recognition of the sense of a visual and awareness of its wider context. It was has been also found out that students rely on specific characteristics of nonverbal elements when grasping the notion of the visually presented content. In this manner important characteristics are especially the amount of detail and the way nonverbal elements represent concrete objects and phenomena (degree of abstractness). For pupils it is also important visuals to be clear, timely and appropriately colored. |
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