Pojmy v učebnicích zeměpisu a jejich přiměřenost věku žáků
| Title in English | The concepts in textbooks and their approppriateness to the age of pupils |
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| Authors | |
| Year of publication | 2008 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | Textbooks Research Pupils Research Appropriateness Didactical Transformation |
| Description | The study is thematically closely related to research of curriculum, particularly to textbook research. The results of textbook analysis are in the thesis further developed mainly in relation to research of pupil and research of pupil and textbook interaction. We set the following aims of the thesis: a) to evaluate differences in conceptual structure of textbooks; b) to propose and on a small sample also to test and subsequently present for discussion a research method which could be at least partially applied regarding appropriateness of concepts in textbooks; c) to find main criteria for quality evaluation of verbal didactic representation of human geographic concepts in geography textbooks from the point of view of pupils. The research was conducted in three stages. In the first stage a frequency analysis of concepts in human geography textbooks for basic schools from eight publishing houses was conducted. In the second stage understanding of 140 concepts most frequently presented in examined textbooks was investigated on a sample of 52 pupils of grade 9 of basic school. In the third stage of the research we investigated pupils assessments of verbal didactic representation of these concepts in textbooks which were in the previous stage found most problematic regarding understanding. It was found that a) investigated textbooks differ regarding their conceptual structure; b) on the basis of our investigation of understanding of selected concepts in pupils we can identify problematic concepts; c) pupils assess individual verbal didactic representations differently and demand that verbal didactic representations of problematic concepts in textbooks should be comprehensible, concise and accompanied by graphic examples. |
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