Relevant bibliographies by topics / Geography textbook

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Academic literature on the topic 'Geography textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Geography textbook"

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Purwanto, Edy, Ach Fatchan, Purwanto, and Hadi Soekamto. "Development of Geography Text Books Used by Senior High School Teachers Case Study at East Java-Indonesia." Journal of Education and Learning 5, no. 1 (2015): 60. http://dx.doi.org/10.5539/jel.v5n1p60.

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<p>The aim of this study was to analyze the geography text book for: (1) identify and describe the errors in the organization of geography textbooks, and (2) identify and describe the content of the textbook standard errors of geography. The text book is currently being used by teachers of Senior High School in East Java. To analyze the contents of the textbook errors using indicators blend of organizing textbook of Beck and McKeown and content standard textbooks of National Education Standards Agency of the Republic of Indonesia. Data collected by survey techniques against various geography text books used by teachers in Malang, East Java Province. The results showed that the errors found in the textbook Geography: first, errors in organizing textbook includes: (1) aside that overwhelm the purpose amounted of 28.69%, (2) inagequate examples and comparisons amounted of 30.65%, (3) poorly odered components of an explanation of 22.85% and, (4) inadequate explanation of 17:35%. Second, the standard error of the contents of the textbook includes: (1) exposure draft of 54.80%, (2) exposure of the facts of 57.10%, (3) exposure generalization of 28.60%, (4) the use of language of 21.40%, and (5) the effective functioning media amounted of 59.50%. Found media functionality in geography text book shows the worst, which is equal of 59.50. It would be bad for the implementation of the national curriculum in 2013 that is currently being used by teachers. Describing the content of bad geography textbooks in the exposure draft (error of 54.80%) and the fact (error of 57.10%) will result in a weak student mastery of concepts and facts in learning geography material at the Senior High School.</p>
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Sefer, Jasmina, Emilija Lazarevic, and Jelena Stevanovic. "Textbook language: Incentive or obstacle." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 347–68. http://dx.doi.org/10.2298/zipi0802347s.

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The criticism of the current language in school textbooks indicates the gravity of this problem in our environment and the need to solve it. The first step in approaching this problem is studying the reception of primary school textbooks. In the first part of the paper we discuss all primary school textbooks from the fifth to the eighth grade with regard to the frequency of textbook usage and the perception of the difficulty of textbook language. In the second part of the paper there is an additional analysis of history, geography, biology, physics and chemistry textbooks from the fifth to the eighth grade with regard to the reasons for which pupils find them difficult. This preliminary research comprised in total 120 pupils from an urban school, thirty from each fifth to eighth grade. We analyzed the textbooks of the Institute for Textbook Publishing and Teaching Aids, which are used most frequently in our educational practice, and hence can represent the general situation of the problem. Bearing in mind the limited size of the sample of pupils, the results are used only as an illustration and should encourage new studies on a more extensive sample. Textbook language is often difficult since it is mostly insufficiently comprehensible, longwinded and with many data. In natural sciences, physics and chemistry, pupils give up studying from the textbook. The textbooks in narrative subjects lead the way with respect to their usage, among which everybody finds history textbooks most difficult. Geography and biology textbooks were evaluated differently, depending on the grade and success of the pupils declaring themselves. The results present a guideline to the current and new writers of our textbooks, critics and publishing houses.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Lee, Jongwon, and Simon Catling. "Some perceptions of English geography textbook authors on writing textbooks." International Research in Geographical and Environmental Education 25, no. 1 (2015): 50–67. http://dx.doi.org/10.1080/10382046.2015.1106204.

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Tomal, Necati. "Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios." Journal of Education and Training Studies 7, no. 7 (2019): 124. http://dx.doi.org/10.11114/jets.v7i7.4314.

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There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social studies textbooks were updated in 2018-2019 academic year based on the changes in the program. The goal of this study is to assess the contents of this updated grade 5 social studies textbook in line with opinions of the teachers.In scope of this study an interview form mostly comprised of open-ended question was applied with 28 teachers working in various provinces in order to assess the contents of the grade 5 social studies textbook put into use in the 2018-2019 academic year. The responses given to these open-ended questions are processed by content analysis method, which is a qualitative research technique. The study process was conducted in a planned and transparent manner. This is also important for reliability and validity of the study.It is found that teachers are generally satisfied with the content of grade 5 social studies textbook. There are some problems cited in regard of the language of the book not being suitable for the student level in context of some subjects. In particular, teachers have important suggestions regarding use of a storytelling language in regard of culture and heritage subjects in the textbook. The textbook is found adequate in regard of actuality and inner circle teaching. The teacher largely think compatibility of visuals with the content of textbook is sufficient; however, the textbook used in the previous year was also deemed agreeable in this regard.
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Biilman, Ove. "Geography textbook analysis: A Danish perspective." International Research in Geographical and Environmental Education 6, no. 1 (1997): 79–81. http://dx.doi.org/10.1080/10382046.1997.9965027.

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Komac, B., M. Zorn, and R. Ciglič. "European education on natural disasters – a textbook study." Natural Hazards and Earth System Sciences Discussions 1, no. 3 (2013): 2255–79. http://dx.doi.org/10.5194/nhessd-1-2255-2013.

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Abstract. Present is the role of formal education on natural disasters in Europe. To ensure a uniform overview, the study used secondary-school geography textbooks from the collection of textbooks at the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. Altogether, more than 160 textbooks from 36 European countries were examined in order to investigate how much their content (pages, text, figures) is related to natural-disasters topics, and to find out which types of hazards are presented more often. In the research it was also analyzed which disaster events are frequently used as an example.
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Şahin, Vedat, and Ziya İnce. "The Use of the High School 12th-Grade Geography Textbook by Students in Turkey." Journal of Education and Training Studies 7, no. 1 (2018): 140. http://dx.doi.org/10.11114/jets.v7i1.3777.

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Textbooks are one of the most used teaching materials for attaining educational goals in secondary education institutions. Textbooks still maintain their importance at the present time, when a lot of technological developments are taking place. It is important to evaluate textbooks, which also play an important part in geography education, from the perspective of students who have just completed their high school education. To this end, the purpose of this study is to determine to what extent the geography textbook is used by high school 12th graders in their classes. The study employs the mixed research model. A Likert-type survey composed of ten questions and five variables was prepared by obtaining expert opinion. The Cronbach’s alpha coefficient of the survey was found to be 0.761. At the end of the survey, an open-ended question was addressed to the students. The study was conducted on the newly enrolled first-grade students of four verbal departments of Namık Kemal University Faculty of Arts and Sciences in the 2018-2019 academic year. The data obtained from the student survey are presented in tables along with frequency and percentage values.The students’ responses to the five-variable, ten-question Likert-type survey prepared by the researchers imply that students do not frequently use the geography textbook when they are in the 12th grade, especially in the process of preparing for the university entrance exam.
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Hansen, Pål J. Kirkeby. "Do Norwegian Textbooks for Compulsory Education Promote Geological System Thinking?" Journal of Education and Culture Studies 2, no. 1 (2018): 11. http://dx.doi.org/10.22158/jecs.v2n1p11.

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<p class="1"><em>Geology is one of many topics in the Norwegian curricula for Natural Science and Geography in compulsory education. System thinking is a strategy to promote conceptual development. The purpose of this study is to investigate how geological systems are presented in Norwegian science and geography textbooks for years 1-10. The geological system for oil and gas formation is explicit in the curriculum; the plate tectonic cycle and the rock cycle are not. 13 best-selling textbook were examined showing that single components of geology are introduced at years 1-4. Elements and processes of rock formation and plate tectonics are introduced at years 5-7 and further developed at years 8-10. Oil and gas formation have a short introduction at years 8-10. The textbooks do cover the geology aims in the curriculum satisfactory except for oil and gas formation. One textbook presents the whole rock cycle, and one the plate tectonic cycle. The other textbooks present elements and processes but not as holistic geological cyclic systems.</em></p>
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Mehman qızı Quliyeva, Nigar. "Comparative analysis of 8th grade textbooks taught in Azerbaijani and Polish schools." ANCIENT LAND 04, no. 02 (2021): 39–41. http://dx.doi.org/10.36719/2706-6185/04/39-41.

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The teaching of geography in educational institutions is changing in accordance with the requirements of educational reforms carried out in recent years. It is interesting that the applied changes exist in world practice. For this purpose, it is possible to study the content and structure of textbooks compiled in different countries of the world, to determine their specific features, to use examples that are relevant to our education system, to increase the effectiveness of reforms. Key words: azerbaijani textbook, polish textbook, educational program, illustration, analysis
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Dissertations / Theses on the topic "Geography textbook"

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Jo, Injeong. "Aspects of spatial thinking in geography textbook questions." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1516.

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Hopkin, John William. "The worldview of geography textbooks : interpretations of the National Curriculum." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322725.

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Zhang, Hongshia. "A study of changes of curriculum content in geography through textbook analysis." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390288.

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Brand, Kelly. "Geographies of First Nations, Inuit, and Metis Peoples in a Contemporary Grade-nine Applied-level Ontario Geography Textbook." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28797.

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This study examines the representations of First Nations, Inuit, and Metis geographies within a contemporary grade-nine Canadian geography textbook. Although First Nations, Inuit, and Metis peoples have lived on the territory now known as Canada for thousands of years, in the past two hundred years, with the exception of some place names, colonialism has worked to largely remove evidence of their presence from the landscape and to exclude them from the dominant narratives of Canadian geography. In this study, I conduct a critical discourse analysis of a textbook currently approved by the Ontario Ministry of Education's Trillium List for the compulsory grade-nine applied-level Canadian geography course: Canadian Geography: A Sense of Place. First, I consider how the textbook creates knowledge of First Nations, Inuit, and Metis peoples and their geographies. Next, I examine how this creation compares to the textbook's representation of Canadians. Finally, I explore what an Aboriginal geography might look like and how Aboriginal perspectives could be incorporated into the text. The grade-nine Canadian geography course is the only mandatory geography course for students in the applied stream. If students do not continue with geography, the text they use in this course or used by the teacher to organize this course will be their last exposure to geography texts and formal discussions of Aboriginal geographies. This textbook is important because for many students, it will be the only time in their lives that they are systematically exposed to knowledge about First Nations, Inuit, and Metis peoples. While there are attempts at inclusion, old misrepresentations appear again in new forms within this textbook. A major task of this textbook is constructing the nation and presenting a nationalized geography.
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Alves, Emerson Jhammes Francisco 1986. "Metodologia de análise dos livros didáticos : o caso do ciclo da água." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287753.

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Orientador: Roberto Greco
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências
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Resumo: A presente pesquisa visa propor um método capaz de analisar os livros didáticos e verificar a presença e o nível da abordagem sistêmica. A análise é feita no tema ciclo hidrológico apresentado nas coleções de livros de Ciências e Geografia. O interesse é propor um procedimento capaz de compreender como abordagem sistêmica é apresentada. A metodologia utiliza são mapas conceituais que visa analisar palavras, processos, esferas terrestres, imagens e conceitos relacionados ao ciclo hidrológico. Além disso, são quantificados os agentes como: evaporação, condensação, precipitação, vento, rio, vegetação, sol entre outros. Ao longo da pesquisa é caracterizado um novo método para analisar as coleções de livros didáticos de Geografia e Ciências, focando questões relacionadas aos aspectos na abordagem sistêmica a partir do estudo do ciclo hidrológico. Dentre a construção do método utilizado nessa pesquisa o mapa conceitual se destacou, sendo capaz de quantificar e sistematizar as esferas do ciclo hidrológico. Esse método nos leva a identificação da abordagem sistêmica ou analítica nas coleções de livros didáticos de Geografia e Ciências, e contribui para o uso da noção de sistemas na observação de fenômenos cíclicos, a estruturação de conceitos, processos por meio de mapas conceituais e compreendendo a abordagem sistêmica na totalidade dos fenômenos ocorrentes no ambiente natural
Abstract: This research aims to propose a method to analyze the textbooks and verify the presence and the level of systemic approach. The analysis is based on the theme hydrological cycle presented in the collections of Science and Geography books. The interest is to propose a procedure capable of understanding how systemic approach is presented. The methodology uses are conceptual maps that aim to analyze words, processes, terrestrial spheres, images and concepts related to the hydrological cycle. In addition, agents are quantified as: evaporation, condensation, precipitation, wind, river, vegetation, sun and more. During the research is characterized a new method for analyzing the collections of textbooks of Geography and Sciences, focusing on issues related to aspects of the systems approach from the study of the hydrological cycle. Among the construction of the method used in this research the concept map stood out, being able to quantify and systematize the spheres of the hydrological cycle. This method leads to identification of systemic or analytical approach in the collections of textbooks of Geography and Sciences, and contributes to the use of the concept of systems in observation of cyclic phenomena, structuring concepts, processes through concept mapping and understanding the systemic approach to all the phenomena occurring in the natural environment
Mestrado
Ensino e Historia de Ciencias da Terra
Mestre em Ensino e Historia de Ciencias da Terra
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PACHECO, Soênia Maria. "Do mundo para o Brasil : os caminhos do livro didático de Geografia e seus precursores." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/16711.

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Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-04-19T13:41:04Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇAO COMPLETA OK.compressed (2).pdf: 9945749 bytes, checksum: 97b4c78efd4a91bda39a857bd8fd5bb1 (MD5)
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O presente trabalho objetiva resgatar parte da trajetória dos materiais escritos sobre a Geografia, com ênfase, à produção didática. Para atingir tal propósito, o caminho escolhido e percorrido inicia-se nas Antigas Civilizações, chega a Portugal e, finalmente, ao Brasil. Utilizando-se da historiografia, relata-se como os primeiros indivíduos – dos quais se tem notícia –, desenvolveram seus sistemas de escrita; o quanto estes sistemas foram cruciais para a organização dos grupos sociais primitivos e, consequentemente, para a organização espacial. Daí, a complexidade de relações estabeleceu-se, e o conhecimento adquirido, ampliado, aprofundado e perpetuado, a partir, inicialmente, da educação informal, passa, mais adiante, à formalidade e, consequentemente, necessita de registros mais confiáveis. Assim sendo, os suportes de escrita e os códigos de linguagens evoluem com o intuito de atender a essa crescente e complexa rede social, que, tomando o caminho da Europa, vai desembarcar em Portugal e, daí, no Brasil, onde, a Impressão Régia, estabelecida oficialmente apenas no início do século XIX, possibilita o andamento da confecção de documentos e livros, inclusive de obras didáticas, como as de Geografia. Estas, por sua vez, estão aqui propositadamente representadas por três estudiosos, professores e autores precursores, o parisiense Delgado de Carvalho, o paulista Aroldo de Azevedo e o pernambucano, Manuel Correia de Andrade, pois, acredita-se que tais obras constituem raro acervo histórico, guardando em seu cerne, um precioso registro da “História da Educação em Geografia”, com suas concepções educacionais da primeira metade do século XX, mas que possuem o mérito do pioneirismo, da ousadia e que, quer admita-se ou não, ainda exercem sua influência em dias mais atuais.
This paper aims to rescue part of the trajectory of the written materials on geography, with emphasis on the didactic production. To achieve this purpose, the path chosen and traveled begins in Ancient Civilizations, arrives in Portugal and finally to Brazil. Utilizing the historiography, it is reported how the first individuals - of which we know of - have developed their writing systems; how these systems are crucial to the social organization of primitive groups and thus to the spatial organization. The complexity of relationships is established, and the knowledge gained, expanded, deepened and perpetuated. The initial informal education gives way to a more formal approach and so, more reliable records are needed. Therefore, writing holders and language codes evolve in order to meet this growing and complex social network, which, taking the road of Europe, will land in Portugal and, hence, in Brazil, where only in the early nineteenth century the Royal Printing was officially established, with which it was possible to progress the preparation of documents and books, including textbooks such as geography. These, in turn, here are purposely represented by three scholars, teachers and precursor authors, Delgado de Carvalho from Paris, Aroldo de Azevedo from São Paulo and Manuel Correia de Andrade from Pernambuco, because it is believed that such works are a rare historical collection, keeping at its core an important record of the "History of Education in Geography," with its educational conceptions of the first half of the twentieth century, and yet with the merit of pioneering, daring and, whether we admit it or not, still exerts its influence in the present days.
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Stiwenius, Alexander. "Hållbar utveckling i gymnasieskolan : En diskursanalys av hållbar utveckling i gymnasiekursen geografi 1." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353950.

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The aim of this essay is to examine how textbooks that are used in the upper secondary school course geography 1, construct the term sustainable development. Four textbooks, as well as the curriculum for the course have been analyzed from a Foucaultian perspective of a discourse analysis. In the study both texts and pictures have been analyzed to understand how textbooks create the concept of sustainable development. The results show that the curriculum defines sustainable development as a central part of the course, but also describes other things that relate to the term without necessarily defining it as sustainable development. The textbooks presented a few themes that is relatable to sustainable development. Firstly, it is clear that sustainable development is a good thing and that it is something the reader is to strive for. It does so by promoting a lifestyle that is in line with sustainable development. Secondly, the textbooks present the difference between rich and poor countries and gives the picture that if we, the rich, help the poor people, then we will reach a sustainable development. Lastly the textbooks present faith in technological advancement as the solution to reach sustainable development.
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Bardini, Laís Cristina 1987. "Geometria no 5º ano : uma análise dos livros didáticos." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254044.

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Orientadores: Rúbia Barcelos Amaral, Samuel Rocha de Oliveira
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-27T22:59:12Z (GMT). No. of bitstreams: 1 Bardini_LaisCristina_M.pdf: 4418562 bytes, checksum: 3ab2037e31d19e0e7c84634fa7b27f84 (MD5) Previous issue date: 2015
Resumo: Com a o passar do tempo muitas transformações ocorreram no processo de ensino e aprendizagem, mudanças que vão desde metodologias de ensino até a formação dos profissionais. No entanto, ainda há conteúdos que necessitam um olhar atento como, por exemplo, a Geometria. Hoje nota-se que este conteúdo ainda é motivo de várias discussões e pesquisas, refletindo as dificuldades que os professores apresentam em lecioná-lo. Esta situação colabora para que os professores procurem materiais que possam ajudá-los nas dúvidas decorrentes de seu dia a dia em sala de aula, sendo o mais comum deles o livro didático. Dessa forma, considerando a importância deste material didático e da Geometria, desenvolveu-se uma pesquisa qualitativa, utilizando o método de Análise de Conteúdo, procurando discutir o seguinte problema: Como alguns conteúdos geométricos estão presentes nos livros didáticos. Tendo como objetivo realizar a análise de alguns livros de Matemática utilizados na Rede Municipal de Rio Claro - SP, no 5º ano do Ensino Fundamental, e aprovados pelo PNLD. A primeira categoria, Aspectos Cotidianos, examinou como os livros têm desenvolvido a relação entre os aspectos cotidianos e a Geometria, e se esta ligação tem levado ou não o aluno a compreender, conhecer ou modificar o meio no qual está inserido; considerando que essa relação deve estar além do trabalho envolvendo apenas o uso de figuras cotidianas, semelhantes às geométricas. Já a segunda categoria, Manipulação e Concretização, analisou a questão da utilização dos materiais manipuláveis, como ela é realizada, ou qual o objetivo que a atividade propõe com sua utilização, ou ainda que papel eles desenvolvem em cada livro analisado. A terceira categoria, Nomenclatura, Identificação e Composição, apontou que apesar da literatura afirmar ser importante que o ensino das figuras geométricas envolva suas propriedades e características, a presente pesquisa constatou que o foco nos livros ainda está em apenas nomeá-las e identifica-las. Por fim, a quarta categoria, Relações entre as figuras bidimensionais e tridimensionais, expôs a importância de mostrar ao aluno a relação existente entre as figuras bidimensionais e tridimensionais; porém, essa relação foi pouco observada nos livros analisados. Enfim, este estudo também envolveu a análise das resenhas apresentadas no Guia do Livro Didático (BRASIL, 2013), trazendo o "olhar" do PNLD sobre cada obra, observando qual a avaliação e os resultados que este programa do governo faz sobre elas
Abstract: With the passage of time many changes have occurred in the process of teaching and learning, changes ranging from teaching methodologies to the training of professionals. However, there is contents that need a closer look, for example, the geometry. Today we note that this content is still a matter of much discussion and research, reflecting the difficulties that teachers have in teaches it. This contributes to teachers seek materials that can help them with questions arising from their day to day in the classroom, the most common of the textbook. Thus, considering the importance of this educational material and geometry, developed a qualitative research, using content analysis method, trying to discuss the following problem: As some geometric contents are present in textbooks. Aiming to carry out the analysis of some math books used in the Municipal Net of Rio Claro - SP, in the 5th year of elementary school, and approved by PNLD. The first category, Everyday aspects, examined how the books have developed the relationship between the daily aspects and Geometry, and this link has led or not the student to understand, know or modify the environment in which it is inserted; considering that this relationship should be beyond work involving only the use of daily figures, similar to the geometric. The second category, Handling and Implementation, addressed the issue of the use of manipulatives, as it is performed, or what purpose the proposed activity with their use, or what role they develop in the analyzed book. The third category, classification, identification and composition, pointed out that despite the literature stating it was important that the teaching of geometric figures involving their properties and characteristics, this survey found that the focus is still on the books only name them and identify them . Finally, the fourth category, relations between two-dimensional and three-dimensional figures, explained the importance of showing students the relationship between the two-dimensional and three-dimensional figures; However, this correlation was slightly observed in the analyzed books. Finally, this study also involved the analysis of the review presented in the Textbook Guide (BRAZIL, 2013), bringing the "look" of PNLD on each work, noting that the evaluation and the results that this government program is about them
Mestrado
Ensino de Ciencias e Matematica
Mestra em Ensino de Ciências e Matemática
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Amorim, Paulo Henrique Oliveira Porto de. "Classes sociais em livros didáticos de Geografia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-02032016-152820/.

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O presente trabalho propõe-se a discutir a seguinte questão: como os livros didáticos de Geografia abordam o conceito de classes sociais? Analisaram-se os textos de 12 das 14 coleções de livros didáticos de Geografia para ensino médio distribuídas pelo Estado brasileiro através por meio do Programa Nacional do Livro Didático (PNLD). Em cada coleção, foram destacados os textos relacionados a classes sociais e classificados em seis grupos temáticos: Geografia e Sociedade, Meio Ambiente, Processos Político-Territoriais, Geografia e Atividade Industrial, Geografia e Questões Urbanas e Agricultura e Questões Agrárias. Para a análise dos textos didáticos, estabeleceu-se o materialismo histórico como referencial teórico sobre classes sociais, especialmente as contribuições de Karl Marx, Friedrich Engels, Vladimir Lênin, Antonio Gramsci e Edward Thompson. Por meio desses aportes teóricos definiram-se três níveis de conceituação sobre classe: incipiente, correspondente às conceituações mais genéricas; estrutural, remetendo ao trabalho com classes sociais relacionado-as principalmente à produção econômica; e histórico, que alia aspectos políticos e culturais à economia, relacionado a formação de classes à dinâmica da sociedade. Como resultado, constatou-se o predomínio de textos que lidam com classes sociais em um nível incipiente. Além disso, nota-se maior concentração dos textos de nível conceitual histórico no grupo temático de Agricultura e Questões Agrárias. Conclui-se pela necessidade de maior aprofundamento teórico nas abordagens sobre classes sociais pela literatura do ensino de Geografia, assim como de ampliação da presença dessa abordagem no conjunto dos grupos temáticos.
This work aims to debate the following question: how do Geography textbooks discuss the concept of social classes? Twelve out of fourteen Geography textbooks collections for secondary education distributed by the Brazilian government through the National Textbook Program (Programa Nacional do Livro Didático PNLD) were analyzed. In each collection, texts related to social classes were selected and classified into six thematic groups: Geography and Society, Environment, Political and Territorial Processes, Geography and Industrial Activity, Geography and Urban Issues and Agriculture and Land issues. Historical materialism was established as the theoretical framework of social classes for the analysis of those texts, especially the contributions of Karl Marx, Friedrich Engels, Vladimir Lenin, Antonio Gramsci and Edward Thompson. Through these theoretical contributions defined three levels of conceptualization of class: an incipient level, corresponding to more generalist approaches; a structural level, related to the texts that work the idea of social classes mainly linked to economic production; and a historical level, which combines political and cultural aspects with economic issues, related the making of classes to the dynamics of societies. As a result, it was noticed the predominance of texts that deal with social classes in incipient perspectives in comparison with other conceptual levels. In addition, it was observed a greater concentration of historical level texts in the thematic group Agriculture and Land Issues. As a conclusion, it is pointed the need for deeper theoretical approaches of social classes at Geography teaching literature, as well as to expand its use to every thematic groups.
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Dias, Wagner da Silva. "A idéia de América Latina nos livros didáticos de geografia." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-11122009-154104/.

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A América Latina é um conteúdo trabalhado geralmente no oitavo ano do ensino fundamental, quando a geografia escolar aborda a regionalização do espaço mundial. Os livros didáticos apresentam uma abordagem simplória e generalizante desse conteúdo, distanciando-se de uma proposta mais próxima da realidade, e favorecendo a criação de estereótipos. É marcante, nesses livros, a ausência de uma discussão mais aprofundada acerca do conteúdo América Latina, justificada através de uma pretensa unidade latino-americana, com base em contexto histórico e dados estatísticos. Os livros didáticos analisados invariavelmente situam a América Latina no Sul subdesenvolvido, apresentam determinadas características dessa condição e assumem como principais causas dela a colonização de exploração e o domínio externo. Um conjunto de 33 países estaria rotulado com o gentílico latino-americano, que se tornaria sinônimo das citadas características. Procuramos analisar em nosso trabalho o conteúdo referente à América Latina em três livros didáticos, além de suas referências e bases teóricas. O resultado comprovou que há um esforço para justificar uma determinada ideia de América Latina, apesar da grande quantidade de exceções para cada argumento assumido como verdadeiro e da simplificação dispensada nas justificativas. Verificamos ainda que, exatamente por se buscarem elementos unificadores para toda a região, estão ausentes discussões como: as origens do termo América Latina, a proposta inicial de sua formação e a pertinência dessa região para o conjunto de países que a integram, tendo em vista a diversidade aspectos físico-geográficos, níveis de desenvolvimento socioeconômico, nacionalidades e identidades étnicas que eles apresentam. Dessa forma, o presente trabalho constatou a necessidade de uma reformulação do conteúdo, menos simplificadora e mais questionadora da realidade latino-americana. Assim, ao contrário de continuar a busca por elementos que justifiquem a existência de uma região chamada América Latina, esperamos que se busquem outros critérios para uma regionalização menos generalizante, inclusive questionando se América Latina seria um recorte adequado para os estudos da geografia escolar.
Latin America is a content generally worked in the eighth year of middle school when the school geography deal the regionalization of the global space. Regarding the study of Latin America, the textbooks have a simplified and generalized, hold off a proposal closer to reality and favoring the creation of stereotypes. The absence of further discussion in the textbook of the content is marked, despite attempts to justify the claim of Latin American unity in the historical context and based on statistical data. The textbooks examined invariably located Latin America in southern underdeveloped, have certain characteristics for this condition and take as the main cause of exploration and colonization to the external field. A set of thirty-three countries will be labeled with the ethnic Latin American, which became synonymous with these characteristics. We analyze the content in our work on Latin America in three textbooks, their references and theoretical bases. The result showed that there is an effort to justify an idea of Latin America, despite the large number of exceptions for each argument given as real and simplifying the reasons given. We note that, just search for unifying elements for the whole region, there is the absence of discussions such as: the origins of the term Latin America, the initial proposal for its formation and relevance of this region for all the countries belonging to it in order to diversity - physical and geographical aspects, levels of socioeconomic development, ethnic identities and nationalities that they have. Thus, this paper noted the need for a reformulation of content, less simplified and more questioning of the \"Latin American reality.\" So, unlike continue to search for evidence to justify the existence of a region called Latin America, we hope that other search criteria for a regional less generalized, even to question whether Latin America would be a suitable crop for the study of school geography.
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Books on the topic "Geography textbook"

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Edexcel A2 geography: Textbook. Philip Allan, 2009.

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Marsden, W. E. The school textbook: Geography, history, and social studies. Woburn Press, 2001.

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Graves, Norman J. School textbook research: The case of geography 1800-2000. Institute of Education, University of London, 2001.

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Hsü, Kenneth J. Physical principles of sedimentology: A readable textbook for beginners and experts. Springer-Verlag, 1989.

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Physical principles of sedimentology: A readable textbook for beginners and experts. Springer-Verlag, 1989.

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1957-, Hashim Talal J., ed. A textbook of world health: A practical guide to global health care. Parthenon Pub. Group, 1994.

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Gross, Herbert Henry. World geography. Allyn and Bacon, 1986.

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1960-, Kaplan David H., ed. Human geography. McGraw-Hill, 2012.

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Rubenstein, James M. Introduction to contemporary geography. Pearson, 2012.

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Contemporary world regional geography. 4th ed. McGraw-Hill, 2012.

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Book chapters on the topic "Geography textbook"

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Yuda, Minori. "Textbook Approval System and Geography Textbooks in Japan." In Geography Education in Japan. Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54953-6_5.

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Qiao, Qing, Desmond E. Williams, Giuseppina Imperatore, K. M. Venkat Narayan, and Jaakko Tuomilehto. "Epidemiology and geography of type 2 diabetes mellitus." In International Textbook of Diabetes Mellitus. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118387658.ch3.

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Bagoly-Simó, Péter. "Science and Geography Textbooks in Light of Subject-Specific Education." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_10.

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Teh, Tiong Sa. "What Happened to the Textbook Example of the Padang Benggali Groyne Field in Butterworth, Penang?" In Learning Geography Beyond the Traditional Classroom. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8705-9_5.

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Catling, Simon, and Jongwon Lee. "English Geography Textbook Authors’ Perspectives on Developing Pupils’ Geographical Knowledge and Thinking." In The Power of Geographical Thinking. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49986-4_15.

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Bagoly-Simó, Péter. "Landscapes in Geography Textbooks." In RaumFragen: Stadt – Region – Landschaft. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30956-5_21.

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Morgan, John. "Imagined Country: National Environmental Ideologies in School Geography Textbooks." In Life's Work. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444397468.ch1.

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Kowasch, Matthias, and Sylvie Joublot Ferré. "Geography Textbooks as a Political Tool to Promote Energy Transitions?" In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_12.

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Rivizzigno, Victoria L. "Undergraduate Introductory Human Geography Textbooks: Less Theoretical and Basic, More Descriptive and Applied." In The GeoJournal Library. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0471-2_6.

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Shimizu, Hajime. "2. Southeast Asia As A Regional Concept In Modern Japan: An Analysis Of Geography Textbooks." In The Japanese in Colonial Southeast Asia, edited by Takashi Shiraishi and Saya S. Shiraishi. Cornell University Press, 2018. http://dx.doi.org/10.7591/9781501718939-003.

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Conference papers on the topic "Geography textbook"

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Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.
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Vahldick, Adilson, and Douglas Linhares Bittencourt. "Creating an Augmented Book from a Geography Textbook." In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00111.

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Popov, Alexander, Pavel Glukhov, and Mikhail Averkov. "“Geography of Human Perspectives” Program as an Educational and Methodological Complex for Spatial Self-determination." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0723.

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Zhong, Yushan, and Renjie Cui. "Design and Implementation of Auxiliary Application of Middle School Geography Textbook Based on Augmented Reality Technology." In 2021 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2021. http://dx.doi.org/10.1109/icitbs53129.2021.00073.

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Trifunović, Mlađen, and Aleksandra Petrašević. "THE MAIN CHARACTERISTICS OF SPATIAL THINKING IN HIGH-SCHOOL GEOGRAPHY TEXTBOOK QUESTIONS AND TASKS IN THE REPUBLIC OF SRPSKA (B&H)." In 7th International Scientific Conference GEOBALCANICA 2021. Geobalcanica Society, 2021. http://dx.doi.org/10.18509/gbp210565t.

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Trahorsch, Petr, and Roman Kroufek. "Environmental visualization of selected Czech regions: analysis of geography textbooks." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-16.

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The aim of this paper is to evaluate the quality of environmental visualization of selected regions in Czech geography textbooks for primary and lower secondary schools. The method of quantitative content analysis of visuals was used. The categories of quantitative analysis were defined based on the content of the environmental and geographical curriculum, for example landscape type, emotional charge etc. The results show a relatively similar structure of environmental visualization between textbooks: emotionally positive visuals showing the protection of cultural-historical heritage and protection of nature dominate. The exception is the Moravskoslezský kraj, which is visually presented in a negative way compared to other regions. In textbooks there are a minimum of abstract visuals or visuals showing the tendencies of environmental components.
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Zhuang, Xiuqin. "Teaching Thinking on qactivityq in Middle School Geography Textbooks." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.293.

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Luferov, A. N., and D. N. Luferov. "Innovation and technological learning in teaching of elective courses "The geography of medicinal plants" in the I.M. Sechenov First Moscow State Medical University." In Растениеводство и луговодство. Тимирязевская сельскохозяйственная академия, 2020. http://dx.doi.org/10.26897/978-5-9675-1762-4-2020-128.

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The article shows that the traditional approaches to the teaching of elective "Geography of medicinal plants" (lectures, practical training, excursions) are actively complemented by elements of electronic education based on information and electronic technologies (distance learning, the use of electronic textbooks, plant photos ("Virtual herbarium"), video lectures, remote testing). Knowledge gained by students in the classroom "Geography of medicinal plants" during classroom sessions and on excursions, as well as independently as a result of distance interactive learning, will make a significant intellectual contribution to the development of modern specialists-pharmacists.
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Mamirova, Kulash Nurbergenovna. "SCIENTIFIC AND DIDACTICAL APPROACHES TO DESIGNING THE CONTENT OF GEOGRAPHY TEXTBOOKS IN KAZAKHSTAN." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-190.

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