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Journal articles on the topic 'Geography textbooks'
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Islami, Zukya Rona, Fadhil Sidiq, and Rizkei Kurniawan. "Constructing Students Environmental Sensitivity Through Literacy." Jurnal Penelitian Pendidikan IPA 9, no. 9 (September 25, 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 topic sub-chapters, illustrations in tables and graphs, assignments, and activity-based exercises. Based on SETS, practical steps are used to develop environmental geography textbooks, including presenting contextual science materials; presenting local, national, and international environmental issues; presenting examples of the use of technology in overcoming environmental problems; describing the impact of technology use on the environment and society; and designing evaluations of problem-based textbooks with student activities including SETS elements and involving a geographic approach. This textbook is intended to be used by lecturers of Indonesian environmental geography and subsequent studies as reference material.
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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 (May 27, 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 experience of nature. Based on the three types of experience of nature, three categories for geography textbook visuals are established respectively: snapshot visuals (deriving from direct experience), landscape visuals (deriving from indirect experience), and abstract visuals (deriving from symbolic experience). The sample covers eight Finnish geography textbooks for grades 7–9 and for one upper secondary school course. The results show that most of the visuals depict landscapes. In addition, there are many abstract visuals, such as maps and illustrations, depicting geographical processes. Instead, only a few snapshots of people in action and snapshots of geographical hazards were identified. In the article, it is suggested that enhancing the role of snapshot visuals in geography education could increase students’ interest towards textbook visuals, as well. This is because snapshot visuals can draw students’ attention and enable students to express their own feelings and thoughts.
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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 (December 30, 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, which included material experts, linguists, and learning design experts. The validation results from the expert team showed the textbooks of tourism geography obtain values 92, 4, or category very suitable for learning. While data from the results study class of 2019 programming students subject tourism geography show effective results with an average value of 84.56 or category A-. Keywords: effectiveness, textbooks, geography tourism, learning.
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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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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 (December 15, 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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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 (December 31, 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 application of cooperative learning textbooks with the STAD type. Data was collected using documentation, observation, and questionnaires. The feasibility of GKI textbooks is assessed according to the Likert scale by expert validators (materials and media), while student responses use the Gutman scale. Data analysis in this study was carried out through percentages and average values. The results showed: 1) the assessment was very feasible from the expert validator, 2) the response was very good from the students who used the GKI textbook, and 3). The student's cooperation ability is in the sufficient category after carrying out learning with GKI textbooks with the STAD type of cooperative learning strategy.
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Varjas, Janos. "The Presence of Sustainability in Hungarian Geography Textbooks." European Journal of Geography 13, no. 1 (February 17, 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 related to sustainability in the analysed educational media. The results show that Geography in Hungary has an ecological approach to teaching about sustainable development. Sustainability issues relevant to society are less emphasized. Textbooks written in a modern, problem-centric spirit pay a lot of attention to competence development. However, ESD only appears in the studied textbooks sporadically; there is no evident competence development concept present in them in a planned, structured format.
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Ершова, Татьяна Владимировна, and Елена Юрьевна Петрова. "MODERN SCHOOL GEOGRAPHY TEXTBOOKS: PROS, CONS AND WAYS OF MODERNIZATION." Pedagogical Review, no. 5(33) (October 26, 2020): 30–40. http://dx.doi.org/10.23951/2307-6127-2020-5-30-40.
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Приводится критический анализ школьных учебников по географии на соответствие предъявляемым Федеральным государственным образовательным стандартом основного общего образования методическим, психологическим, эстетическим, гигиеническим требованиям. Выявлено, что наряду с положительными моментами имеются и отрицательные. Рассмотрен национальный проект «Цифровая школа», в соответствии с его требованиями описаны способы использования в образовательном процессе учебника географии совместно с другими средствами обучения, в том числе и цифровыми. Доказывается, что учебник географии играет важную роль в формировании географического мировоззрения школьников, способствует достижению личностных, метапредметных и предметных результатов обучения. На основе анализа состояния школьного российского географического образования выявлены пути модернизации учебников географии. A critical analysis of modern school textbooks on geography is given in the article. The analysis is related to the compliance of the Federal state educational standard of basic General education with the following requirements: methodological, psychological, aesthetic and hygienic. The presented positive aspects of geography textbooks were identified: wellbuilt methodological apparatus; colorful design, the presence of maps, schemes, diagrams, drawings; a system of questions and tasks aimed at organizing independent cognitive activity of pupils through the use of research methods; integration of physical-geographical and economic-geographical branches of geography. The authors of the article revealed the given below negative points in geography textbooks: simplification of scientific geographical information; insufficient description of physical-geographical processes in solving practical problems; lack of connection between the simplified theory of initial courses of geography and practical tasks that are given in Russian exams (the Basic State Exam and the Unified State Exam) in geography; incomplete reflection of the local history approach. Specific examples from existing geography textbooks were provided to confirm the established disadvantages. The national project «Digital school» was reviewed. This project suggests using geography textbooks in the educational process together with other teaching tools, including digital ones. Thus, the geography textbook plays an essential role in shaping the geographical outlook of pupils. In addition, textbooks contribute to the achievement of personal, metasubject and subject learning outcomes. Ways to modernize geography textbooks were defined based on the analysis of the state of Russian school geographical education, namely, the converting textbooks to digital format using interactive applications, videos, demonstrations of experiments and observations, electronic maps and electronic test tasks.
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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 (July 5, 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 the created maps. The effectiveness and clarity of the analysed content is one of the advantages of this visual form of analysis. The data were analysed qualitatively and quantitatively. The results show that the presentation of desert biomes in the textbooks we analysed is somewhat superficial, as the authors do not strive to interconnect concepts from different areas, and their conceptual maps lack higher hierarchy levels. Therefore, textbook authors should opt for a different conceptual approach to explanatory texts instead of the traditional coverage of the individual components of geographical environments.
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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 (November 2, 2015): 50–67. http://dx.doi.org/10.1080/10382046.2015.1106204.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (September 1, 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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Senegačnik, Jurij. "Migrations in Slovenian geography textbooks." Dela, no. 40 (December 31, 2013): 179. http://dx.doi.org/10.4312/dela.40.10.179-195.
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Jarrett, David. "Statistics textbooks for geography students." Journal of Geography in Higher Education 12, no. 1 (April 1988): 107–16. http://dx.doi.org/10.1080/03098268808709028.
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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 (January 13, 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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Tomal, Necati. "Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios." Journal of Education and Training Studies 7, no. 7 (June 5, 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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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 (June 30, 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 appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.
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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 (December 15, 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 for the Language, Textual and Non-textual Apparatus of Educational Literature’. In the framework of the project, textbooks in the fields of humanities and natural sciences were analyzed. This article was carried out as a part of aforementioned project. It provides a scientific and methodological perspective on psycholinguistic analysis of the textual and non-textual apparatus of textbooks. A psycholinguistic analysis of modern school textbooks, including natural sciences: algebra, physics and geography. Furthermore, the following questions were raised: does the textbook correspond the child's knowledge and understanding? Does it have any disadvantages or discrepancies? The correspondence of the content and volume of the text in the textbook to the student's knowledge, the correct construction and interpretation of the sentence from a linguistic point of view were also considered. To sum up, the analysis reveals pros and cons of modern textbooks.
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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 (May 24, 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 (December 24, 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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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 (June 30, 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 of the reform is competence orientation, this article examines the extent to which the importance of promoting argumentation competences through specifications in the new curriculum and tasks in new textbooks have increased in comparison to the previous study. The results suggest that there are few developments in this area, which are further discussed in the conclusion, in the context of the global challenges for implementing competence orientation through curricular.
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Nguyen, Thao Phuong. "Reviewing Vietnam Geography Textbooks from an ESD Perspective." Sustainability 11, no. 9 (April 26, 2019): 2466. http://dx.doi.org/10.3390/su11092466.
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This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are integrated into the content of the textbooks and (2) the extent to which questions and tasks in the textbooks promote competencies regarding the demands of ESD. The findings show that the textbooks somewhat promote ESD through their content and didactic approach. However, there are still some drawbacks. In terms of content, the textbooks’ main approaches to both SD content and geography core knowledge are description and indoctrination. In terms of their didactic approach, almost all questions/tasks ask students to memorize and reproduce information and rote learning rather than helping them promote ESD competencies. This reconfirms that ESD remains an add-on issue to an overcrowded curriculum, and the geography textbooks reflect an instrumental approach to ESD.
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Gomes de Almeida, Daniela, and Iara Vieira Guimarães. "SOBRE OS ARRANJOS VISUAIS DOS LIVROS DIDÁTICOS DE GEOGRAFIA." Revista Brasileira de Educação em Geografia 11, no. 21 (August 3, 2021): 05–24. http://dx.doi.org/10.46789/edugeo.v11i21.773.
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O texto aborda a questão dos novos arranjos visuais dos livros didáticos de Geografia tendo como base a análise da coleção “Expedições Geográficas”, de autoria de Melhem Adas e Sérgio Adas. Essa coleção é editada pela Editora Moderna e marcou a preferência dos professores das escolas públicas brasileiras, ocupando o primeiro lugar no ranking das coleções adquiridas no Programa Nacional do Livro e do Material Didático (PNLD/2017). Foram distribuídas mais de três milhões de exemplares dessa obra em escolas de todo território nacional. Por meio da pesquisa documental o estudo mostra que os livros didáticos de Geografia estão se reestruturando em termos de seus aspectos formais do projeto editorial gráfico e de seus conteúdos enunciados (geográficos e pedagógicos), a partir de novas configurações icônicas, mais condizentes com o universo das mídias e dos layouts, do hipertexto e do ambiente digital. Palavras Chave Livro didático, Ensino de Geografia, Imagens. ABOUT THE VISUAL ARRANGEMENTS OF THE GEOGRAPHY TEXTBOOKS Abstract The text announces the issue of new visual arrangements for Geography textbooks based on the analysis of the collection “Expedições Geograficas”, by Melhem Adas and Sérgio Adas. This collection is edited by Editora Moderna and marked the preference of teachers from Brazilian public schools, occupying the first place in the ranking of collections acquired in the Programa Nacional do Livro e do Material Didático (PNLD / 2017). More than three million copies of this work were distributed to schools in the Brazil. Using document analysis, the study shows that Geography textbooks are restructuring in terms of their formal aspects of the graphic editorial project and their enunciated content (geographic and pedagogical), based on new iconic configurations, more consistent with the universe of media and layouts, hypertext and the digital nets. Keywords Textbook, Geography teaching, Images.
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Huang, Ronghuai, Ahmed Tlili, Xiangling Zhang, Tianyue Sun, Junyu Wang, Ramesh C. Sharma, Saida Affouneh, et al. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts." Sustainability 14, no. 11 (June 6, 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 (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.
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Tracz, Mariola. "Treści z zakresu geografii przemysłu w podstawach programowych i wybranych programach nauczania oraz podręcznikach do geografii na poziomie gimnazjum i szkoły ponadgimnazjalnej." Studies of the Industrial Geography Commission of the Polish Geographical Society 10 (January 1, 2008): 267–72. http://dx.doi.org/10.24917/20801653.10.21.
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This research employed the comparative analysis method in order to determine the range of industrial geography issues in secondary schools geography teaching programmes and textbooks. The aim of the research was to identify the factors that determine the choice and presentation methods of topics in industrial geography. The quantitative and qualitative analysis was conducted on the basis of a query of currently used state-approved teaching programmes and textbooks in geography for secondary schools (gymnasium, general, specialized, and technical secondary schools). In total, 15 programmes and 15 textbooks were analysed at the level of lower-secondary school, and 10 programmes and 10 textbooks at the level of upper-secondary schools. Generally, the issues in industrial geography are included in the II- and III-form programmes of both lower- and upper-secondary schools. The amount of time that the teacher can devote to industrial geography topics is rather small, and most often equals from 1 to 3 classes. Therefore it is crucial that the syllabuses and textbooks treat these issues in accordance with the contemporary trends in geography teaching methodology and with the industrial geography scientific state of the art. This article investigates how these assumptions are realized in relation to the industrial geography issues in the syllabuses, teaching programmes and textbooks.
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Draganova, Tamara. "THE THREE GORGES HYDROELECTRIC POWER PLANT IN GEOGRAPHY AND ECONOMICS TEXTBOOKS – LOCATION, CONTENT, AND SAMPLE MODELS." Diplomatic, Economic and Cultural Relations between China and Central and Eastern European countries 8 (April 1, 2023): 110–33. http://dx.doi.org/10.62635/t1jp-6faa.
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The article studies the place and content of the Three Gorges HPP in geography and economics textbooks for general preparation through content analysis and situational analysis. The place of the power plant in the DOS and the curricula of geography and economics for general education and profiled preparation has been studied. A generalized content model of the Three Gorges HPP was prepared from the V-X grade Geography and economics textbooks (the study covers all variants of the Geography and economics textbooks). Exemplary content of tasks models for the Three Gorges HPP are proposed as a possibility to supplement the new Geography and economics textbooks.
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Kofman, Eleonore. "Political geography textbooks for Myopic lecturers?" Journal of Geography in Higher Education 15, no. 1 (January 1991): 69–74. http://dx.doi.org/10.1080/03098269108709131.
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Sidaway, James D., and Tim Hall. "Geography textbooks, pedagogy and disciplinary traditions." Area 50, no. 1 (December 11, 2017): 34–42. http://dx.doi.org/10.1111/area.12397.
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Romig, Kevin. "Should Geography Educators Adopt Electronic Textbooks?" Journal of Geography 116, no. 4 (August 22, 2016): 180–84. http://dx.doi.org/10.1080/00221341.2016.1215489.
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Fiori, Maria. "Research on geography textbooks in Italy." International Research in Geographical and Environmental Education 6, no. 1 (January 1997): 82–85. http://dx.doi.org/10.1080/10382046.1997.9965028.
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Merenne‐Schoumaker, B. "School geography textbooks in Francophone Belgium1." International Research in Geographical and Environmental Education 6, no. 1 (January 1997): 86–88. http://dx.doi.org/10.1080/10382046.1997.9965029.
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Mili and Christopher Winch. "Teaching through textbooks: Teachers as practitioners of a discipline?" Theory and Research in Education 17, no. 2 (July 2019): 181–201. http://dx.doi.org/10.1177/1477878519862547.
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What is the role of textbooks in promoting teaching, and how does this role relate to teachers’ subject knowledge, qualifications and autonomy? In this article, we study one aspect of the relationship between the use of textbooks and good teaching by examining how teachers’ subject knowledge in the subject they are expected to teach relates to how they use and rely on textbooks. To do so, we draw on ethnographic data including classroom observation of geography lessons and teacher interviews in upper primary government school classrooms in Bihar, India. We analysed teaching episodes in terms of distinct pedagogical strategies, namely, ostensive teaching, acquaintance knowledge and memory. These categories were identified through normative content analysis which recognises the distinct forms of knowledge, and specifically, different types of inferential relationships. This categorisation enables us to distinguish between teachers with and without a postgraduate or undergraduate qualification in geography in their use of the textbook and pedagogical strategies. Our findings support the claims of those who maintain that textbooks can be a powerful pedagogical tool, and not simply a teaching script in the hands of poorly qualified teachers.
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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 (March 27, 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 teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (August 11, 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 teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
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Fitri, Fitri, and Alfitri Alfitri. "Content Analysis of Sociology Textbooks Using Bloom's Taxonomy in SMAN 1 Featured Indralaya Utara." Jurnal ENTITAS SOSIOLOGI 8, no. 1 (February 4, 2019): 51. http://dx.doi.org/10.19184/jes.v8i1.16646.
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This study aims to discuss the contents of textbooks on sociology subjects at the high school level. This study uses descriptive qualitative methods. Data collection techniques are carried out through observation, interviews and literature. The data analysis technique used is content analysis, namely the researcher reads and develops the sociology textbooks written by Srikandi four. The results of the study showed that the contents of the sociology textbooks written by Srikandi four were more dominant in the cognitive domain (knowledge).
Keywords: Text Textbooks, Sociology, Bloom Taxonomy
Referensi:
Agustina, Eka Sofia. 2011. Materi Ajar BTBI. Lampung: Universitas Lampung.
Arikunto, Suharsimi. 2009. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Anjarsari, Eka. 2012. Penilaian Kualitas Buku Teks Pelajaran Geografi Sebagai SumberBelajar Bagi Siswa Sma Kelas Xi Di Kabupaten Temanggung. Skripsi. Universitas Negeri Semarang.
Banowati, Eva. 2007. Buku Teks Dalam Pembelajaran Geografi di Kota Semarang‟. Dalam Jurnal Geografi. Vol. 4. No. 2. Hal. 147-158. http:// journal. unnes. ac.id/ index.php/JG/article/view/106/108 diunduh pada 18 April 2019.
Jitendra, Nolet, Xin, Gomez, Renouf, Iskold, &DaCosta (2001) An Analysis Of Middle School Geography Textbooks: Implication For Students With Learning Problem.
Lee, J., & Catling, S.2016. Some perceptions and practices of English geography textbook authors. International Research in Geographical and Environmental Education, 25,5067.
Ngalim, Purwanto. 2000. Ilmu Pendidikan Teoretis dan Praktis. Bandung: P1 Remadja Karya.
Shamir, A., Zion, M., Levi. 2008. Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Trainingon Critical Thinking. Journal Science Education Technology. 17:384– 398.
Tarigan, HG dan Diago Tarigan. 1990. Telaah Buku Teks Bahasa Indonesia. Bandung. Angkasa.
Walkington, H., Dyer, S., Solem, M., Haigh, M.,&Waddington. 2017. A capabilities approach to higher education: geo capabilities and implications for geography curricula. Journal of Geography in Higher Education, DOI:10.1080/03098265.2017.1379060.
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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 given: working with cartographic information, statistical materials that help to establish cause-and-effect relationships, to correctly assess the most important socio-economic phenomena. The activity component of the program involves the use of thematic maps to explain the features of resettlement systems and placement of different types of production of goods and services within countries and regions of the world, etc. But the basis of working with maps is still created by geographical nomenclature. The content of school textbooks on Geography for the 10th grade of the standard level contributes to the formation of cartographic competence, most of the current textbooks contain extensive cartographic material. The textbook for the 10th grade on Geography by V. Bezugly and G. Lisicharova contains a large amount of various cartographic material, as well as various questions and tasks that correspond to different levels of education and are divided into reproductive, practical and creative. The using of cartographic material forms and develops students’ cognitive interest in Geography in general and cartography in particular. Moreover, knowledge of cartographic material expands the possibility of independent acquisition of cartographic and geographical knowledge. The results of research and analysis of the cartographic component of the content of textbooks for the course of Geography 10th grade «Geography: countries and regions» suggest that modern textbooks should provide thorough didactic and methodological opportunities for students to acquire cartographic competence.
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Paneru, Pragya. "Visual Images and Interpretations: A Semiotic Analysis of Textbook Covers." SCHOLARS: Journal of Arts & Humanities 4, no. 1 (February 13, 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 settings, character details and character connection, and use various colours in contrast to the old textbook covers. More activities promoting gender equality were found in the new textbook covers than in the old textbook covers. Overall, the new textbooks propose positive changes in their cover image composition in quality and gender discourses. However, the images only feature-specific religious symbols, regional culture and geography rather than multicultural, multiregional and multi-religious context of Nepali society. It seems that minority religion, ethnicity and regional variations that are found in Nepal are missing in the cover images across the curriculum. This article is expected to address the gap seen in the Nepali school educational research and helpful to provide insights that the cover images used in the textbooks are important and powerful meaning makers.
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Hamelin, Louis-Edmond. "Bibliographie annotée concernant la pénétration de la géographie dans le Québec." Cahiers de géographie du Québec 4, no. 8 (April 12, 2005): 345–58. http://dx.doi.org/10.7202/020223ar.
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As a first step towards a historical study of Geography in the Province of Québec, the author bas first gathered an abundant bibliography, the first part of which concerns the geography textbooks which have been used in Québec. Since 1804, there have been more than 300 editions or reprints of Canadian books which have been used as geography textbooks. The history of these textbooks may be divided in three periods : 1. 1804-1830, the first textbooks ; 2. 1830-1900, when the main textbooks were those by Holmes, la Société d'Education, les Frères des Écoles chrétiennes, F.-X. Toussaint and Hodgins-Lovell ; 3. the xx th century, which bas known two main collections, one by the Marist Brothers and one by uni-versity geographers. The characteristics of these textbooks are presented and the author concludes by giving a list of the textbooks that remain to be written to meet the present needs.
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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 (December 25, 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 textbook, education system, level of education,inclusive education, Limited Health Opportunities.
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Tani, Sirpa, Markus Hilander, and Julia Leivo. "Ilmastonmuutos lukion opetussuunnitelmissa ja maantieteen oppikirjoissa." Ainedidaktiikka 4, no. 2 (May 19, 2020): 3–24. http://dx.doi.org/10.23988/ad.88063.
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Oppikirjan merkitys suomalaisessa koulussa on perinteisesti ollut – ja yhä edelleen usein on – suuri: se, millaisia sisältöjä ja millaisia painotuksia oppikirjoissa esitetään, vaikuttaa vahvasti opetuksen etenemiseen. Tästä huolimatta oppikirjojen asiasisältöjä on tutkittu verrattain vähän. Ilmastonmuutoksen vakavuus on tunnustettu viime vuosina kansainvälisesti, ja tämä huoli on välittynyt myös koulutuksen ja kasvatuksen kentälle. On pohdittu sitä, mitä ilmastonmuutoksesta tulisi tietää, ja kenen vastuulla ilmastonmuutokseen liittyvien aiheiden opettaminen on. Tässä artikkelissa tarkastelemme, miten ilmastonmuutosta käsitellään kahdessa suomalaisessa lukion pakollisen maantieteen kurssin oppikirjassa (GEOS ja Manner). Tulosten mukaan oppikirjat eroavat selvästi siinä, millaista tietoa ilmastonmuutoksesta ne sisältävät, millaisia havainnollistamisen keinoja niissä käytetään ja millaisen painoarvon ne antavat yksilölle ja yhteiskunnalle ilmastonmuutoksen hillinnässä ja sopeutumisessa. Oppikirjojen yksi suurimmista puutteista on se, että ne eivät esittele riittävästi helposti toteutettavia ilmastonmuutoksen hillitsemisen keinoja. Tulevissa lukion opetussuunnitelman perusteissa (2019) ilmastonmuutos mainitaan lähes kuusinkertaisesti aiempaan opetussuunnitelmaan (2015) verrattuna. Tämä voi vaikuttaa lukion maantieteen pakollisen kurssin oppikirjojen sisältöihin lähitulevaisuudessa.
Climate change in upper secondary school curricula and geography textbooks
Abstract
The role of textbooks has traditionally been – and still very often is – very important in the Finnish education system: the content of textbooks and the emphasis put on them strongly influence the progress of teaching. Nonetheless, relatively little research has been conducted about the content of Finnish textbooks and especially about how climate change is presented in textbooks. In recent years, the seriousness of climate change has been recognized internationally and this concern has also been transmitted to the field of education. Questions such as what is needed to know about climate change and who is responsible for teaching the topics of climate change have already been asked. In this article, we therefore examine how climate change is presented in two Finnish upper secondary school geography textbooks (GEOS and Manner). According to the results, the textbooks clearly differ in the types of information they contain on climate change, the ways that are used to illustrate climate change, and the importance they place on individuals and society in mitigating and adapting to climate change. One of the major shortcomings of the textbooks is that they do not provide enough easy-to-implement ways of mitigating climate change. On the other hand, climate change is mentioned six times more in the forthcoming upper secondary school curriculum (2019) compared to the previous curriculum (2015). This may affect the content of textbooks for the mandatory upper secondary school geography in the near future.
Keywords: climate change, upper secondary school geography, curriculum, textbook
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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 (February 22, 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 each textbook are determined, their distribution in two-dimensional space of attributes (i) and (ii) is studied. The received
results allow to range textbooks on their didactic complexity.
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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 (December 12, 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 Thinking Skills (HOTS). Data collection was meticulously executed through semi-structured interviews involving fifteen geography educators from eight East Java, Indonesia, secondary institutions. With the aid of NVIVO software, the data were systematically organized and categorized based on pre-established criteria. The findings revealed a predominantly positive perception among the fifteen participants towards using the Mobile Digital Textbook with the STEM approach in fostering students’ spatial thinking and HOTS. The implications of this research underscore the significance of continuous training and support for educators in assimilating digital technology, particularly mobile digital textbooks, to elevate instructional quality and cultivate students’ advanced cognitive abilities.
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BASU, SUBHO. "The Dialectics of Resistance: Colonial Geography, Bengali Literati and the Racial Mapping of Indian Identity." Modern Asian Studies 44, no. 1 (November 6, 2009): 53–79. http://dx.doi.org/10.1017/s0026749x09990060.
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AbstractThrough a study of hitherto unexplored geography textbooks written in Bengali between 1845 and 1880, this paper traces the evolution of a geographic information system related to ethnicity, race, and space. This geographic information system impacted the mentality of emerging educated elites in colonial India who studied in the newly established colonial schools and played a critical role in developing and articulating ideas of the territorial nation-state and the rights of citizenship in India. The Bengali Hindu literati believed that the higher location of India in such a constructed hierarchy of civilizations could strengthen their claims to rights of citizenship and self-government. These nineteenth century geography textbooks asserted clearly that high caste Hindus constituted the core ethnicity of colonial Indian society and all others were resident outsiders. This knowledge system, rooted in geography/ethnicity/race/space, and related to the hierarchy of civilizations, informed the Bengali intelligentsia's notion of core ethnicity in the future nation-state in India with Hindu elites at its ethnic core.
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Dörfel, Leoni, Rieke Ammoneit, and Carina Peter. "Diversity in Geography – An analysis of textbooks." Erdkunde 77, no. 3 (September 7, 2023): 195–212. http://dx.doi.org/10.3112/erdkunde.2023.03.02.
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Diversity can be defined as multidimensional as it involves considering the diverse characteristics of individuals and societies. Geography as a subject has great potential to teach about diversity in a sensitive manner because diversity addresses complex interactions in spaces on different scales. In times of globalization and migration processes, school students are becoming increasingly diverse. The diverse reality of students’ lives must be reflected adequately in education. Thus, both educational standards and curricula demand an adequate representation of diversity, e.g., by reducing stereotypes that are related to different cultures. Thus, it is necessary to discuss the representation of diversity in textbooks within their role as the primary teaching medium in schools in Germany. We use a model with 13 diversity dimensions to assess such representation in geography textbooks. We examined all 11 licensed geography textbooks used in grades 5 to 13 in Hesse, Germany, using qualitative content analysis and analyzed the results quantitatively. Despite all the analyzed dimensions of diversity being found in the textbooks, the results show an inadequate, partly arbitrary, representation of diversity that contradicts the reality of students today. The representation of diversity depends on the topic and is less present in books for lower grades.
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Spjut, Lina. "From Temporary Migrants to National Inclusion?" Journal of Educational Media, Memory, and Society 13, no. 2 (September 1, 2021): 1–31. http://dx.doi.org/10.3167/jemms.2021.130201.
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This article explores ways in which textbook content can reflect national identity over time via a case study of Swedish textbooks. To this end, it analyzes and contextualizes descriptions of Finnish labor migrants in Sweden in seventy-four compulsory school textbooks. The Finnish labor group emigrated from Finland to Sweden mainly from the 1950s to the 1980s. Initially, the Swedish authorities saw them as temporary laborers, but as time went by, the authorities had to realize that they had become permanent residents. In 2000, Finns were defined as an official national minority, “Sweden-Finns,” and their status changed. This article examines representations of Finnish labor migrants in Swedish history, geography and social science textbooks published between 1954 and 2016, tracing their journey from temporary laborers to a permanent national minority.
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Baarova, Barbara, and Adam Hibszer. "Climate change education in Czech and Polish geography textbooks." Environmental & Socio-economic Studies 10, no. 4 (December 1, 2022): 35–45. http://dx.doi.org/10.2478/environ-2022-0022.
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Abstract The article contains a comparative analysis of climate change education in geography education in Czechia and Poland. The topic of climate and its changes is one of the most current challenges for school education at the beginning of the 21st century. The aim of the research was to establish the similarities and differences in the content of teaching climate change in the core curricula and selected textbooks for teaching geography in both countries. Using the method of text analysis, the study covered the core curricula of geography and 22 geography textbooks for primary and secondary school students, including 11 Czech and 11 Polish. The quantitative analysis of the content (the term “climate” and its derivatives, and “climate change”) and the qualitative analysis of the content of curriculum documents and school textbooks led to the basic conclusion that Czech and Polish students using textbooks for learning geography have the opportunity to learn content on: 1/ factors influencing climate change, 2/ causes of climate change, 3/ global warming, 4/ deforestation, 5/ desertification, 6/ melting of glaciers, 7/ consequences of climate change, and 8/ methods of counteracting climate change. By implementing the assumptions of the geography core curricula relating to climate change education and using textbooks during geography lessons, teachers can influence the pro-ecological attitudes of school children.
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Andrade, Leia de, Maria Teresa Machado Vilaça, and Ruth Emília Nogueira. "A IMPORTÂNCIA DO LIVRO DIDÁTICO NO ENSINO DA CARTOGRAFIA ESCOLAR EM GEOGRAFIA PARA CRIANÇAS COM DEFICIÊNCIA VISUAL." Revista Brasileira de Educação em Geografia 8, no. 16 (January 22, 2019): 294–311. http://dx.doi.org/10.46789/edugeo.v8i16.544.
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O presente artigo é resultado de uma investigação sobre o ensino de cartografia em escolas de Portugal. Com o objetivo de compreender como estava o ensino de cartografia nos anos iniciais para as crianças com deficiência visual e normovisuais, por meio da análise dos livros didáticos utilizados pelos professores. Foram selecionados oito livros didáticos de Geografia dos anos iniciais, escolhidos critérios sobre como o conteúdo cartográfico é apresentado e analisados os conceitos de: orientação, lateralidade, proporção, projeção, escala e tipos de mapas. Os livros didáticos de Geografia observados concentram imagens das casas e do cotidiano dos estudantes. É por meio da utilização do livro como recurso que se apresentam os múltiplos aspectos dos conceitos relacionados com a cartografia, constituindo-se também como uma produção cultural em que as crianças constatam com diferentes linguagens. É preciso ainda destacar a importância dos métodos de ensino para a aprendizagem e o desenvolvimento social e cultural das crianças com necessidades educativas especiais, ressaltando o papel da cartografia escolar no ensino de Geografia como fator determinante para apreender e compreender o espaço geográfico e suas representações para o desenvolvimento da competência de leitura do mundo, que está relacionada com as vidas das crianças e os espaços por elas construídos.Palavras-chaveCartografia escolar, Livros didáticos, Ensino de Geografia, Crianças com deficiência visual, Portugal.THE IMPORTANCE OF TEXTBOOKS IN THE TEACHING OF SCHOOL CARTOGRAPHY IN GEOGRAPHY FOR CHILDREN WITH VISUAL DISABILITYAbstractThis paper is a result of a research regarding how the teaching of cartography in the Portuguese schools is, with the objective to understand how was teaching of cartography occurs in the initial years of schooling for children with visual disability, the textbooks used by teachers were analysed. Eight textbooks of geography were selected from the initial years of schooling. Criteria on the way the cartographic content is presented were chosen and the concepts of orientation, laterality, proportion, projection, scale and types of maps were analysed. The textbooks of Geography analysed, concentrate images of the houses and daily life of students. It is the use of the textbook as a resource, that the multiple aspects of the concepts related to cartography are presented to students, also constituting themselves as a cultural production in which the children contact with different languages. The importance of the teaching methods for the learning and social and cultural development of children with special educational needs and do not emphasize the role of the school cartography in the Geography teaching as a determining factor to understand the geographic space and its representations for the development of the world reading competence, which is related to the children's lives and spaces constructed by them.KeywordsSchool cartography, Textbooks, Geography teaching, Children with visual impairment, Portugal.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br
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ILOVAN, Oana-Ramona. "MAKING SPACE AND NATION MEANINGFUL THROUGH BORDERS AND THEIR REPRESENTATIONS IN ROMANIAN GEOGRAPHY TEXTBOOKS, DURING THE FIRST HALF OF THE 20TH CENTURY." Territorial Identity and Development 5, no. 1 (September 11, 2020): 79–116. http://dx.doi.org/10.23740/tid220205.
Full textAbstract:
Lately, in Romania and abroad, research about the hidden agendas of educational discourses circulated by school textbooks has become richer. This research focuses on the process of bordering that took place in 1918 and the creation of Greater Romania and on the new borders and their representations in Geography school textbooks before and after that year. These representations are considered in the form of both text and images. First, I describe these representations and, secondly, I uncover and explain their intentions in the respective historical and geographical contexts. As History and Geography have been always viewed among the most influential subject matters in school, I employed visual methodology and discourse analysis to study Geography of Romania school textbooks – officially accepted products. The research material is made of Geography school textbooks. From a temporal perspective, my research material includes textbooks that were circulated starting with 1902 and in the 1930s. In addition, I assessed the degree to which Geography education was politicized. Results showed that, in the first half of the 20th century, the wished-for or newly-established and contested borders of Romania generated a lengthy and argumentative discourse about state borders and about the history and geography of the territories inhabited by Romanians. Ethnocultural identity concepts and conceptions of national identity were provided for the young and not only. Geography of Romania school textbooks were not apolitical, but reinforced a socio-spatial consciousness, based on the natural and anthropic features of the borders and on how they were represented, revealing the social practice of the educational discourse about border areas.
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Hudeček, Tomáš. "Regional content in geography textbooks from the cartographic viewpoint." Geografie 109, no. 1 (2004): 53–64. http://dx.doi.org/10.37040/geografie2004109010053.
Full textAbstract:
The article discusses further possibilities how to use GIS application in geography didactics. It describes an aid for assessment of regional geography textbooks - i.e. teaching map - and provides methodological analysis how to create such maps. It deals with the application of the method for sample assessment of selected textbooks. The analysis covers 12 teaching maps, which were created on the basis of 12 selected geography textbooks for primary and secondary school pupils. These books are being assessed by comparative analysis and a comment of their contents and suitability is added. The article also evaluates other possible uses of the method.
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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 (February 2007): 234–35. http://dx.doi.org/10.1134/s1064229307020147.
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Warf, Barney. "Textbooks in Human Geography: An American perspective." Area 50, no. 1 (December 8, 2017): 55–58. http://dx.doi.org/10.1111/area.12401.
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