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Journal articles on the topic 'Geography textbook'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Islami, Zukya Rona, Fadhil Sidiq, and Rizkei Kurniawan. "Constructing Students Environmental Sensitivity Through Literacy." Jurnal Penelitian Pendidikan IPA 9, no. 9 (2023): 7731–39. http://dx.doi.org/10.29303/jppipa.v9i9.5146.

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Sensitivity to the environment is an ability that must be possessed by students to be able to find alternative solutions that are right for solving environmental problems. Therefore, the study aims to develop a SETS-based environmental geography textbook using the ADDIE development model and environmental geography course students as respondents. Data was collected using validation sheets and FGD narratives by experts to maintain textbook quality and descriptive analysis. Using a geographical approach, environmental geography textbooks were developed on the basis of SETS. The textbook contains

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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 geogr

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Hilander, Markus. "Classifying Geography Textbook Visuals According to the Concept of Direct, Indirect, and Symbolic Experience of Nature." Education Sciences 13, no. 6 (2023): 553. http://dx.doi.org/10.3390/educsci13060553.

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Geography textbooks have many visuals, such as maps, graphs, tables, photographs, and illustrations, which makes geography a highly visual school subject. However, previous studies show that geography students can pay surprisingly little attention to textbook visuals. In this article, it is asked what sorts of visuals are there in geography textbooks if they do not attract students’ attention. In order to answer the research question, a visual method to approach textbook visuals is developed. The visual method is motivated by Stephen Kellert’s concept of direct, indirect, and symbolic experien

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Murtini, Sri, Agus Sutedjo, Ita Mardiani Zain, and Sabrina Azharia Sabitah. "EFFECTIVENESS OF LEARNING OUTCOMES OF TOURISM GEOGRAPHY TEXTBOOK FOR STUDENT IN GEOGRAPHY EDUCATION STUDY PROGRAM." JURNAL GEOGRAFI Geografi dan Pengajarannya 20, no. 2 (2022): 66–76. http://dx.doi.org/10.26740/jggp.v20n2.p66-76.

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This study aims to determine the effectiveness of the resulting textbook development subject Tourism Geography. Development textbook using the Borg and Gall model with five steps. The steps are (1) initial study to find problems related to geography teaching materials tourism as a product to be developed. (2) create planning development teaching materials, (3) develop products based on the problems found, ( 4 ) conduct field tests on the products being developed, and ( 5 ) revise to correct weaknesses in the field trial phase. The data were obtained from the teaching material validation team,

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Kang, Chang-Sook. "Content and Publication History of the Geography Textbook 『Diguyakron(地璆略論)』 Published during the Modern Enlightenment Period". Association of Korean Cultural and Historical Geographers 37, № 1 (2025): 57–75. https://doi.org/10.29349/jchg.2025.37.1.57.

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This study investigates the content composition and publication details of the Hangeul geography textbook ｢Diguyakron｣ published by the hakbu in the modern enlightenment period. The main research findings are as follows. First, there are about 11 copies of ｢Diguyakron｣ remaining at home and abroad, all of which are considered authentic. According to the title on the front and back pages of the book, the official title should be recorded as ｢Diguyakron(地璆略論)｣. Second, this textbook has no preface or conclusion, as well as any indications or records regarding the publication place, date, or comp

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Santi, Intan Prama, Parida Angriani, Karunia Puji Hastuti, Sidharta Adyatma, and Nevy Farista Aristin. "Feasibility Analysis of Geography Textbooks for Class X Semester 2 Hydrosphere Material." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 10, no. 2 (2024): 98–111. http://dx.doi.org/10.18860/jpips.v10i2.28114.

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A good textbook must be by the applicable curriculum. The subject matter presented in the textbook must be by the correct concept. However, many textbooks on the market still present wrong concepts. Conceptual errors are permanent in students' thinking, making them difficult to change. Assessment of geography textbooks needs to be carried out to determine the conformity of the textbook content with the quality standards determined by the Curriculum, Standards, and Educational Assessment Agency (BSKAP). Assessment standards include content, language, presentation, and design standards. The obje

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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

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da Silva, Eduardo Rafael Franco, Raimundo Lenilde de Araújo, and José Falcão Sobrinho. "Relief in Geography Textbook." Creative Education 13, no. 03 (2022): 996–1021. http://dx.doi.org/10.4236/ce.2022.133065.

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9

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 i

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Trahorsch, Petr, Jan Daniel Bláh, and Kristýna Ryčlová. "Conceptual mapping of geography textbook content on the example of the desert biome." European Journal of Geography 13, no. 4 (2022): 45–64. http://dx.doi.org/10.48088/ejg.p.tra.13.4.045.064.

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The aim of this study is to identify the key terms used by textbook authors when presenting desert biomes and, subsequently, to visualise the relationships between them using a conceptual map. To achieve this objective, we assessed geography textbooks using conceptual maps, which can be used to conceptualise this topic. The method used is innovative in textbook research and can be used to present results in a visual form with added value. A total of eleven university students created conceptual maps for each of the five analysed textbooks, and this was followed by a synthesis and comparison of

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Novianti, Pipit, and Evi Karlina Ambarwati. "A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, no. 1 (2023): 12. http://dx.doi.org/10.33394/jo-elt.v10i1.6972.

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Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words” for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appr

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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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Belay, Worknesh Engidayehu, Arega Bazezew Berlie, and Mulugeta Yayeh Worku. "Analyzing curriculum materials for the inclusion of contemporary geographic issues: A focus on grade nine geography textbook in Ethiopia." Bahir Dar Journal of Education 25, no. 2 (2025): 122–38. https://doi.org/10.4314/10.4314/bdje.v25i2.8.

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The primary objective of this study was to investigate the extent to which contemporary geographic issues are integrated into the Grade 9 textbook. To gather data, the study examined Grade 9 Geography textbook and involved Grade 9 students and Geography teachers as participants. Data were collected through document analysis and key informant interview. To analyze data, a combination of quantitative and qualitative analysis methods was employed. The results revealed that the textbook addressed important topics such as population growth, environmental degradation, pollution, deforestation, and s

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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 stud

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Prasetya, Sukma Perdana Prasetya, Sarmini Sarmini, and Agung Setiawan. "COOPERATION CAPABILITIES USING INDONESIAN HISTORICAL GEOGRAPHY TEXTBOOK WITH STAD STRATEGY." JURNAL GEOGRAFI Geografi dan Pengajarannya 19, no. 2 (2021): 27–36. http://dx.doi.org/10.26740/jggp.v19n2.p27-36.

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GKI textbooks are arranged into guide notes thinking so that the discussions that are applied can lead to understanding student material. As a source of learning using the STAD type of cooperative learning strategy, the GKI textbooks are structured to present rich, interesting, easy-to-read, varied, subject matter tailored to the needs and interests of students. The research subjects were Social Studies Education students, Faculty of Social Sciences and Law, State University of Surabaya, class of 2020 who programmed the Indonesian Historical Geography (GKI) course for 16 students through the a

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Amanbayeva, А., and Zh Shaimerdenova. "Cognitive Basis of the Textbook Language: Psycholinguistic Analysis (Based on the Subjects of Natural Sciences)." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (2022): 92–101. http://dx.doi.org/10.47526/2022-4/2664-0686.08.

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Kazakhstani scientists are working on improvement of the quality of textbooks updating the content of education. Consequently, there are accomplishments in the field of textbook quality as well as drawbacks. A high-quality textbook is the basis of education, a strong pillar of the future of our country. Various publishers, methodologists and teachers put a lot of effort in improvement of the textbook quality. For this purpose, the Republican Center for Examination of the Content of Scientific and Practical Education has launched a research project on the topic ‘Psycholinguistic Requirements fo

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Nguyen, Thanh Tam, and Alexandra Budke. "Significance of Argumentation Tasks in Vietnamese Geography Textbooks Following the Competency-based Curriculum Reform." Journal of Curriculum and Teaching 11, no. 5 (2022): 28. http://dx.doi.org/10.5430/jct.v11n5p28.

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This article focuses on the promotion of argumentation skills in Vietnamese geography teaching, which are not only relevant for understanding subject contexts but also for evaluation and critical reflection processes. An earlier study in this context showed that limited argumentation tasks are incorporated into the central medium of instruction, the textbook, and that this competence is rarely promoted in the classroom (Nguyen, 2018). However, a curriculum reform and revision of textbooks is currently taking place in Vietnam, alongside a liberalisation of the textbook market. As the main goal

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Draganova, Tamara. "The Rubrics in the Geography and Economics Textbooks for the 5th and the 6th Grades on the Topics “Land and Water on Earth – Continents and Oceans” and „Oceans on Earth” on the Issue of the Southern Ocean." Bulgaria, the Bulgarians and Europe - Myth, History, Modernity 17, no. 1 (2025): 345–66. https://doi.org/10.54664/rpud7192.

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The article explores the out-of-ext component – the sections in the geography and economics textbooks for the 5th and 6th grades on the topics „Land and water on Earth – continents and oceans“ and „Oceans on Earth“. Content, situational and comparative analysis of the content vision of the Southern Ocean in all variants of textbooks for the 5th and 6th grades are presented. The location and content of the fifth ocean in geography and economics education are identified and systematized. Summarized content models for the Southern Ocean from textbooks are presented through intellectual maps. A mo

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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. Elemen

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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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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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Losada da Fonseca, Ludmila, and Ivaine Maria Tonini. "A DISPUTA DE UMA GEOGRAFIA POLÍTICA NO LIVRO DIDÁTICO:." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 541–61. http://dx.doi.org/10.46789/edugeo.v10i20.876.

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Este artigo versa sobre os atravessamentos políticos no livro didático e a manifestação deles por meio dos conteúdos da Geografia Política. Mais do que uma estratégia estatal, a política educacional – como o Programa Nacional do Livro Didático- é uma regulamentação na esteira de uma racionalidade adotada pelos governos. Os livros didáticos são o lócus para analisar os atravessamentos entre Política e ciência geográfica. Para tanto, esse artigo foi elaborado por meio da análise de duas coleções didáticas: Geografia Geral e do Brasil e Fronteiras da Globalização. A metodologia escolhida foi aque

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Varjas, Janos. "The Presence of Sustainability in Hungarian Geography Textbooks." European Journal of Geography 13, no. 1 (2022): 22–46. http://dx.doi.org/10.48088/ejg.j.var.13.1.22.46.

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The Lucerne Declaration on Geographical Education for Sustainable Development recommends including the subjects of Education for Sustainable Development and sustainability in Geography teaching all over the world. One possible way to examine the practical implementation of education for sustainability is through textbook analysis. The present study investigates how Hungarian textbooks published after 2015 perform in terms of ESD. In order to do that, it conducts content analysis the help of the MAXQDA 2020 programme, looking for the presence of Sustainable Development Goals and competencies re

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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

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Paneru, Pragya. "Visual Images and Interpretations: A Semiotic Analysis of Textbook Covers." SCHOLARS: Journal of Arts & Humanities 4, no. 1 (2022): 29–43. http://dx.doi.org/10.3126/sjah.v4i1.43051.

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This article presents a comparative visual interpretation of the cover images of the selected textbooks. A social semiotic approach was used to analyse various compositional and thematic differences among two sets of textbook covers. The compositional interpretation was applied to explore the differences and similarities in an image composition and discourse analysis was used to explore their implied social discourses. The findings show some significant shift as well as continuum in the image composition and underlined social discourses. For example, the newly published textbooks focus on sett

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Mehman Guliyeva, Nigar, and Rovshana Ikram Ahmadova. "School geography in the curriculum and inclusive education in Germany, Finland, Denmark." SCIENTIFIC WORK 61, no. 12 (2020): 166–69. http://dx.doi.org/10.36719/2663-4619/61/166-169.

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A number of countries have specially designed educational programs for both healthy and students with disabilities. Differences in the education systems of countries reveal differences in the teaching of geography and the application of inclusive education. This article provides information on the geography curriculum, syllabus, lesson hours, textbooks in Finland, Germany and Denmark’s secondary schools, and compares them with Azerbaijani schools. At the same time, the general content and differences of inclusive education in those countries are reflected. Key words: curriculum, geography text

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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 mix

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Deng, Ting. "A Study on Teaching Strategies of High School Geography Centered on the “Problem Study” Section of the New Textbook." Learning & Education 10, no. 5 (2022): 187. http://dx.doi.org/10.18282/l-e.v10i5.2731.

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The new high school geography textbook continues to use the “problem study” section, which has an important status  and role in teaching. This paper first discusses the characteristics of the “Problem Study” section of the new textbook, and then  focuses on the teaching strategies based on the “Problem Study” section of the new high school geography textbook, aiming to  provide effective reference for front-line teachers to carry out high school geography teaching.

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CÎINEANU, MARIANA-DOINA, and RALUCA-CLAUDIA CASSIANU. "LEARNING REGIONAL GEOGRAPHY. CASE STUDY: THE 6th GRADE GEOGRAPHY TEXTBOOK." Romanian Review of Geographical Education 8, no. 1 (2019): 41–54. http://dx.doi.org/10.23741/rrge120193.

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Майер and Robert Mayer. "Assessment of the Level of Abstractness of Material Statement of in Natural Sciences School Textbooks." Standards and Monitoring in Education 5, no. 1 (2017): 58–63. http://dx.doi.org/10.12737/24530.

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The technique and results of an assessment of Abstractness of more than 20 modern school textbooks on biology, geography, physics and chemistry are considered by method of pair comparisons. Thus it is assumed that didactic complexity of the textbook is mainly determined by the level of Abstractness of the material stated in it and depends on: the variety and Abstractness of qualitative explanations, their isolation from everyday life (i); the complexity of mathematical methods and models, variety of the solved quantitative problems (ii). The levels of Abstractness of ea

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Amin, Saiful. "ANALISIS BUKU TEKS GEOGRAFI SMA KELAS XII PADA MATERI POLA KERUANGAN DESA DAN KOTA DALAM BUKU SEKOLAH ELEKTRONIK TERBITAN DEPARTEMEN PENDIDIKAN NASIONAL." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 3, no. 1 (2016): 68. http://dx.doi.org/10.18860/jpips.v3i1.6856.

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<p>The purpose of research is to know the level of the suitability of the content to the curriculum, the truth of concept, the truth of language, truth and the function of media images contained in the textbook BSE Geography class XII. This study is a content analysis using the document as an object. The design of research using content analysis techniques to describe objectively, systematically, and communicative with using a set of procedures to draw conclusions from a text book. The population in this study are all Geography Document class XII DIKNAS publications that have been circul

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Putra, Alfyananda Kurnia, Sumarmi, Syamsul Bachri, Diky Al Khalidy, and Imam Arifa’illah Syaiful Huda. "Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 23 (2023): 153–67. http://dx.doi.org/10.3991/ijim.v17i23.45949.

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Integrating technology into learning has become a pivotal necessity in the digital age. This underscores the imperative for educators, serving as facilitators, to organize and implement digital technology within instructional processes adeptly. Central to this application is educators’ perceptions of the utilization of mobile digital textbooks. Crucially, this study, rooted in a qualitative research design, sought to elucidate teachers’ perceptions regarding the employment of the Mobile Digital Textbook, integrated with a STEM approach, to enhance students’ spatial thinking and Higher-Order Th

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Huang, Ronghuai, Ahmed Tlili, Xiangling Zhang, et al. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts." Sustainability 14, no. 11 (2022): 6940. http://dx.doi.org/10.3390/su14116940.

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Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (struct

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Gagarina, E. I. "A new textbook on soil geography in a series of classical university textbooks." Eurasian Soil Science 40, no. 2 (2007): 234–35. http://dx.doi.org/10.1134/s1064229307020147.

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Brockes, Mariana. "A mulher nos documentos oficiais curriculares que regulamentam e constroem o livro didático de Geografia." Revista Brasileira de Educação em Geografia 13, no. 23 (2023): 05–26. http://dx.doi.org/10.46789/edugeo.v13i23.1248.

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Este trabalho visa a análise das discussões de gênero dentro dos documentos curriculares oficiais que regulamentam a educação e que contribuem para a elaboração dos livros didáticos de Geografia, aprovados e distribuídos pelo Programa Nacional do Livro e do Material Didático (PNLD). Buscou-se investigar, portanto, a qualidade destas discussões de gênero e problematizar a ausência, quando necessário, tentando também compreender os processos para a construção dos discursos presentes nesses documentos curriculares oficiais. Palavras-chave Documentos curriculares, Gênero, Livro Didático, Geografia

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Pokhrel, Vidhya. "Teaching and Learning English in a ‘Non-textbook’ Environment." Journal of NELTA 26, no. 1-2 (2021): 107–19. http://dx.doi.org/10.3126/nelta.v26i1-2.45199.

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This research paper aims at exploring the non-textbook environment in English classrooms. This study has portrayed the limitations of textbooks highlighting the eﬀectiveness in learners’ achievements when teaching English in a non-textbook environment. With an ethnographic inquiry, the study reflects the author’s experience of being in the non-textbook environment through the portrayal of her subjectivity. The methods to collect data were participant/field observation and interview. The exploration of students’ learning while in the non-textbook environment has been depicted in the paper. Over

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Myers, Garth Andrew. "Introductory Human Geography Textbook Representations of Africa." Professional Geographer 53, no. 4 (2001): 522–32. http://dx.doi.org/10.1111/0033-0124.00302.

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Mamirova, Kulash Nurbergenovna. "GEOGRAPHY TEXTBOOK AND GEOGRAPHICAL EDUCATION IN SECONDARY SCHOOLS OF KAZAKHSTAN." Uluslararası Multidisipliner Tespitler Dergisi - UMUT JOURNAL 1, no. 1 (2025): 1–15. https://doi.org/10.5281/zenodo.15072445.

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Currently, the main factors determining the development of geographic education are humanization, ecologization, globalization and informatization of the content of education. Among the areas of geographical science, research on the problems of nature management and geoecology, the sustainable development of society and nature, problems of socio-demographic and political-geographical character are topical. In this connection, the purpose of the geography textbook in the educational process is that it should be a "strategic model" of the learning process, as it reflects the aims of education, t

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Finlayson, Caitlin. "Opening World Regional Geography: A Case Study." Open Praxis 12, no. 2 (2020): 271. http://dx.doi.org/10.5944/openpraxis.12.2.1087.

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A growing body of research has demonstrated that open educational resources (OER) provide an opportunity for improvements in learning outcomes compared to traditional texts. This project builds on the Open Education Group’s COUP framework to explore student and faculty use and perceptions of an open education World Regional Geography textbook. World Regional Geography is a lower-level course that is typically taught using traditional methods and with an emphasis on breadth over depth. As this case study explores, however, the creation and use of OER has provided an opportunity to completely re

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Lazarevic, Emilija, and Jasmina Sefer. "Language of textbooks in narrative subjects: Understanding words in the seventh grade of primary school." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 418–36. http://dx.doi.org/10.2298/zipi0902418l.

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Hermetic textbook language poses a significant problem in education of the young in our country. The goal of this paper is to point out to the complexity of vocabulary in textbooks, which contributes to students' lack of understanding of what they are reading. Since we established that textbooks in narrative subjects - history, geography and biology - are mostly used during studying and that students mark them as especially difficult for understanding, the subject of this research is precisely the analysis of words which seventh-grade students from primary school state as unfamiliar on a rando

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Pascoal, Glemilson Moraes. "A GEOGRAFIA NO CONTEXTO LATINO-AMERICANO: DECOLONIZANDO ESTEREÓTIPOS REPRODUZIDOS PELO LIVRO DIDÁTICO." Revista de Ensino de Geografia 12, no. 22 (2021): 188–202. https://doi.org/10.14393/reg-v12-2021-76693.

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This article aims at: understanding the content on Latin America in the textbook; identifying the process of European colonial domination in the region; discussing Latin American sociocultural diversity and analyzing the main recurring themes of Latin America in the textbook. But, after all, how does the textbook address the contents of Latin America? To understand this question, it is enough to understand that Latin America is seen as a homogeneous region loaded with stereotypes and prejudices. In view of this, a qualitative research was carried out, through bibliographic review and analysis

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Kim, Dawon. "Exploring Self-directed Inquiry-type Primary Geography Textbook: A Case Study of Primary Geography Textbook in UK and USA." Journal of the Association of Korean Geographers 8, no. 2 (2019): 109–20. http://dx.doi.org/10.25202/jakg.8.2.1.

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Yuden, Yuden, Sonam Chuki, and Tshewang Dorji. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." European Journal of Educational Technology 4, no. 1 (2021): 14–30. http://dx.doi.org/10.46303/ejetech.2021.2.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by

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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by

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Bezugly, Vitaly V., and Galina О. Lisicharova. "PECULIARITIES OF CARTOGRAPHIC COMPETENCE FORMATION IN 10TH GRADE STUDENTS BY MEANS OF A GEOGRAPHY TEXTBOOK." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 85–94. http://dx.doi.org/10.32342/2522-4115-2021-2-22-10.

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The main methodological features of the formation of cartographic competencies in the study of Geography in the 10th grades of general secondary education are considered. Theoretical data on educational competencies according to national and European norms and standards are systematized. The course «Geography: Countries and Regions», 10th grade, involves students mastering a certain geographical nomenclature, which is clearly defined by the knowledge component of the expected results of educational and cognitive activities of students. One of the defining features in the study of Geography is

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VASYLKIVSKA, NADIIA. "MOTIVATIONAL FUNCTION OF THE PRIMARY SCHOOL TEXTBOOKS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 153–61. http://dx.doi.org/10.25128/2415-3605.21.1.19.

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The problem of creating a new generation textbook and the implementation of the motivational function in primary school textbooks has been substantiated. The motivational function is characterized as a leading one for the textbooks. The recent publications on the discussed issue have been analyzed. The article emphasizes the importance of the textbook analysis techniques for strengthening its motivational function. The technique of the motivational component representation in the Ukrainian language textbooks for the third grade has been described. The textbook analysis has been carried out con

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Simon, Marine, and Alexandra Budke. "How Geography Textbook Tasks Promote Comparison Competency—An International Analysis." Sustainability 12, no. 20 (2020): 8344. http://dx.doi.org/10.3390/su12208344.

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Comparison is an important competency for gaining and linking knowledge. It can be learned in geography classes to help students understand complex concepts and develop autonomous geographical thinking. However, we do not currently have any model to assess comparison as a competency in geography classes. In addition, little is known about how textbook tasks promote comparison competency. Therefore, in this study, a competency model for comparison in geography education was developed. It consists of four dimensions of comparison competency, which relate either to the mastering of comparison pro

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Nisa, Jakiatin, and Anissa Windarti. "Development of a Tourism Geography Textbook Based on Education For Sustainable Development (ESD)." Jurnal Sosioteknologi 23, no. 2 (2024): 275–90. http://dx.doi.org/10.5614/sostek.itbj.2024.23.2.9.

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This research aims to assess the feasibility and practicality of developing a tourism geography textbook based on Education for Sustainable Development (ESD) in the Social Sciences Education Study Program at UIN Syarif Hidayatullah Jakarta. This research employed the ADDIE development model from the Robert Maribe Branch for research and development (R&D), a process that encompasses analysis, development, implementation, and evaluation. The trial subjects for textbook products were geography lecturers and students in semesters 3rd and 9th of the 2023-2024 academic year. Data collection tech

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MARIANA-DOINA , CÎINEANU. "LEARNING HUMAN GEOGRAPHY. CASE STUDY: THE GEOGRAPHY TEXTBOOK FOR THE 6TH GRADE." Romanian Review of Geographical Education, no. VII/2 (August 2018): 49–64. http://dx.doi.org/10.23741/rrge220184.

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Song, Wonseob, and Chul-Ki Cho. "The Discourse Analysis of Food Geography Represented on the Australian Geography Textbook." Journal of The Korean Association of Regional Geographers 29, no. 3 (2023): 355–68. http://dx.doi.org/10.26863/jkarg.2023.8.29.3.355.

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