Academic literature on the topic 'Textbook pictures'
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Journal articles on the topic "Textbook pictures"
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Kasmaienezhad-Fard, Sara, Tajularipin Sulaiman, Nor Hayati Alwi, and Ahmad Fauzi Mohd Ayub. "An Evaluation of the Colors in Primary School English Textbook through Students’ Perceptions." Journal of Studies in Education 7, no. 4 (2017): 141. http://dx.doi.org/10.5296/jse.v7i4.11966.
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The Malaysian education system has transformed from the traditional to the modern, albeit keeping to textbooks as the main teaching material. Among the factors determining the quality of textbooks, color is an important one, especially in primary school textbooks. Suitably applied, it will enrich classroom instruction and aid the learning process. This research was designed to run in two phases, and the data collected were analyzed by SPSS software. In the first phase, the colors used in the pictures of Year-4 English textbook were evaluated. Next, the color preferences of 384 students in the fourth grade of national primary schools were collected. Data from the first phase show that out of 901 textbook pictures, 792, 733, and 412 respectively use primary, secondary, and tertiary colors. Data from the second phase show the students highly interested in tertiary colors. The results of this study reveal important points for textbook quality improvement. Knowing what colors students like allows illustrators to consider age levels, not only when illustrating textbooks but also when creating pictures for other materials.
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Fitriana, Hamam. "Kekerasan Simbolik Dalam Pendidikan Islam Jenjang Ibtidaiyah Di Indonesia." Ulumuddin : Jurnal Ilmu-ilmu Keislaman 10, no. 2 (2020): 87–102. http://dx.doi.org/10.47200/ulumuddin.v10i2.414.
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Some textbooks still contain forms of violence. There is a type of violence that is latently perpetuated or reproduced as a habit of social and cultural structures which is called symbolic violence. In textbooks, how are forms of symbolic violence perpetuated or reproduced through language, namely in sentences and images. As a descriptive-analytic research library, the researcher tries to analyze the integrated thematic textbook 2013 curriculum for SD/MI which contains gender class distinctions between male and female classes. The distinction of gender classes in textbooks is then described and described by researchers and then analyzing sentences and images that contain symbolic violence. In the sentences in the textbook, there is a male class dominance, namely there are 62 sentences or 61.8% sentences while the female class is only 40 sentences or 39.2% sentences. In the picture, the male class dominates, namely there are 78 pictures or 65%, while the female class as the dominant class has 42 sentences or 35% pictures. The results showed that the male class dominates the female class in sentences and pictures. Male class domination is a form of socialization of the dominant class habitus to the dominated class. The socialization of the dominant class habitus is carried out in order so that the habits of social and cultural structures can be perpetuated or reproduced so that they are accepted as things that are justified and imitated. This in Pierre Bourdieu's language is said to be symbolic violence.
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Hardin, Brent, and Marie Hardin. "Distorted Pictures: Images of Disability in Physical Education Textbooks." Adapted Physical Activity Quarterly 21, no. 4 (2004): 399–413. http://dx.doi.org/10.1123/apaq.21.4.399.
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The purpose of this study was to examine the images of disability in general physical education textbooks. Photographs in 59 general physical education textbooks were examined via content analysis. A recording instrument was generated to categorize and analyze the textbook images. The findings indicate that general physical education textbooks do not usually include photographs of persons with disabilities, instead presenting the general physical education setting as noninclusive. Furthermore, the photographs that were included presented persons with disabilities in a stereotypical manner that generally did not encourage readers without disabilities to see their peers more realistically or persons with disabilities to see themselves more positively. The authors speculate on the role of cultural hegemony and body politics in sport as reasons for the exclusion of people with disabilities.
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Sulistiyo, Urip, Retno Wulan, Tubagus Zam Zam Al Arif, Dony Efriza, and Kaspul Anwar. "A critical content analysis of English textbook for senior high school students in Indonesia." Studies in English Language and Education 8, no. 1 (2021): 84–98. http://dx.doi.org/10.24815/siele.v8i1.16778.
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Driven by sparse investigations on cultural content in a textbook in English as a foreign language context, this study aims to analyze the cultural information embedded in an English textbook for senior high school students in Indonesia. A critical content analysis was employed to analyze the textbook entitled “Pathway to English for SMA/MA Grade XI” in compliance with the cultural information cores from Adaskou et al. (1990). The findings showed that the textbook contains four main topics of cultural information infused in 14 reading texts, 20 pictures, 30 recordings, and seven cultural awareness texts. The reading texts provide equal information related to target culture (i.e., the culture belongs to English speaking countries) and local culture, but the pictures, recordings, and cultural awareness topics tend to inform the target culture information. Furthermore, the researchers found several weaknesses in the reading texts and pictures where the information provided was too general that they neither contain cultural information nor relevant to other information in the textbook. Meanwhile, all pictures were in white and black with less detail provided. The results suggested that teachers should adapt and balance the cultural information in the textbook with their local cultures or norms by finding other materials from various sources.
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Cahyani, Siska, and Satya Perdana. "Textbooks evaluation by Ur’s Theory." Journal of English Language and Pedagogy 2, no. 2 (2019): 162. http://dx.doi.org/10.36597/jelp.v2i2.4869.
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The objectives of this study are to: (1) describe the appropriateness of textbooks used by seventh grade junior high school with the criteria of good textbooks developed by Ur’s theory, and (2) reveal the strengths and weaknesses of each textbook. This research was conducted using evaluation research. The data was obtained through document analysis and interviewing expert. Ur’s theory was used to analyze the data. The objects of this research for analysis were two English textbooks; WERB and Bright for seventh grade junior high school. The research found out When English Ring a Bell meets eight criteria of a good textbook by Ur. They are: objectives explicitly laid out in an introduction, attractive layout and visual material, interesting and various topics, the content organization, and graded adequate guidance for the teacher, and readiness of the textbook. Bright meets all the criteria of a good textbook. The researcher also found the strength of WERB lies in its colorful and attractive layout and the textbook also presents various topics that motivate the students to practice actively. There is teachers’ book as guidelines. Meanwhile, the strength of Bright lies in clear layout, pictures and illustration, four skills are covered. Its main weaknesses are the dull color of this textbook and no teacher’s book is provided. The researcher concludes that Bright is better than WERB. This book is appropriate with criteria of good textbooks and used by teacher and student. It is available in many bookstores. Bright is also compatible in terms of coherence and unity of ideas among units and language content.
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Powell, Nancy Nore, Mark Anderson, and Stanley Winterroth. "Reflections on Miniature Golf." Mathematics Teacher 87, no. 7 (1994): 490–95. http://dx.doi.org/10.5951/mt.87.7.0490.
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To make geometry meaningful, fun, and applicable to the lives of our students, we adapted the game of miniature golf as a way to teach transformatiOnal geometry. Geometry textbooks often feature twodimensional pictures of miniature-golf holes to illustrate transformational geometry. Geometry students in this project actually brought the golf holes out of the textbook by constructing a life-sized miniature golf course.
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Nuriskia, Anna, Sofyan A. Gani, and Saiful Marhaban. "A visual analysis of English textbook “Pathway to English 3” used by Indonesian senior high schools." English Education Journal 12, no. 1 (2021): 19–37. http://dx.doi.org/10.24815/eej.v12i1.19119.
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This paper focused on analysing the visual values found in the Pathway to English 3 textbook. In conducting this research, a descriptive qualitative approach was used. The content analysis model was applied. The data was taken from an English textbook published by Erlangga in 2015 entitled Pathway to English 3. A documentation approach was used to collect the data. The textbook was examined the data based on Kress and Leeuwen (2006) visual complementarity. There are three results of the research. First, most participants employed in Pathway to English 3 textbook are human participants (53.4%). Meanwhile, the non-human participants mostly used are object participants. Second, in terms of interactive meaning, the textbook supports the medium shot (69.5%) and the oblique perspective (54.9%). All of the pictures in the book are in black and white (100%). Additionally, (81.7%) images have a background. Last, from the compositional meaning, it was found that the images in the textbook are more presented to be informative (38.6%) rather than illustrative (34.8%) and decorative (26.6%). Furthermore, the dominant positions of the images are top/bottom position (60.7). In conclusion, textbook pictures can serve pedagogical purposes by supporting students in completing the tasks that follow the pictures.
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Alexandrache, Carmen. "Communist human models promoted by the Romanian history textbooks." Contemporary Educational Researches Journal 10, no. 2 (2020): 79–87. http://dx.doi.org/10.18844/cerj.v10i2.4733.
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This paper proposes a historical approach of Romanian communist education as it is reflected in the textbooks edited in the second part of XX century. For communist regime the textbooks, especially history ones became a tool of promotion political principles. There are many pictures, texts, exercises, additional readings which offer enough examples about what behaviour ought to be (non)appreciated and manifested by students, what they have to feel, to act or not. Also, scientific contents of textbook transmit to students a set of beliefs and values even if the teacher do not intend to focus on them. In this way, history textbook could be a perfect promoter of communist thinking and lifestyle. In addition, the textbook narrates about some „heroes” and their acts, gestures, political and military victories. Talking about them, it is a good way to promote those personalities that could become „models” for younger generation. Using theoretical research methodology, we have structured human models, as they had presented in the history textbooks, placing them into a communist human typology. As a result, this paper demonstrates that the textbooks have been important ideological tools, having a bigger impact to students’ consciousness and behaviour.
Keywords: Education; communist ideology; human models; textbooks; history;
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Garuma, Desalegn, Bonsa Shume, and Dereje Mekonnin. "Representation and The Portrayal of Older Characters in 1st and 2nd cycle Student’s Text Books: Policy Implication." International Journal of Multicultural and Multireligious Understanding 7, no. 8 (2020): 630. http://dx.doi.org/10.18415/ijmmu.v7i8.2006.
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Students often see pictures before reading a text. Hence, pictures in the textbooks influence the attitude of students toward a group that were represented with the pictures. The main objective of this research was to investigate the representation and portrayal of old people in 1st and 2nd cycle students’ textbooks of Ethiopia with its policy implication. A total of 32 primary school textbooks were analyzed within the scope of this study. Document analysis were used as a major data collection method. It was found out that old people were portrayed with positive character that describe their activity in the society, have normal physical appearance, have minimum wrinkles, and socially cooperative. Parent role and grandparent role was used in the portrayal of old people while describing old people in the text books. All these show that variables associated with parental role like love and care were used as unique character of parents and grandparents indicate positive meaning given for the elderly in these text books. Finally, was recommended that curriculum planners should give due attention to pictures in text books since they have hidden agenda that they message to students. Moreover, since male and female were not equally represented in these text books it was recommended to consider it during textbook preparation.
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Ghasedi, Parviz, and Aliye Azizi. "Intercultural Communicative Competence in ELT Textbooks: The Case of Iranian High Schools." International Journal of Comparative Literature and Translation Studies 8, no. 4 (2021): 14. http://dx.doi.org/10.7575/aiac.ijclts.v.8n.4p.14.
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The major aim of the current study was investigating the extent to which the content of ELT textbooks used in Iranian high schools boosts language learners’ intercultural communicative competence. To this end, an in depth content analysis of Vision 1, Vision 2, and Vision 3 were done based on Hillard’s (2014) model in four phases. The results of statistical analysis indicated that the cultural topics covered in Vision Series were limited. Besides, most of the aural or written sentences and pictures were culture free. The textbooks contained no multicultural comparison and the authors used mono-perspective style in writing the texts, activities, dialogues, and exercises. Moreover, the series presented no information regarding historical backgrounds of the target culture. The findings of the study can be of great help for material developers and textbook writers. Also, the results make teachers and learners aware of the cultural content of the textbook.
Dissertations / Theses on the topic "Textbook pictures"
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Silva, Rená Manoel de Souza e. "O \"reino das plantas\" nos livros didáticos de ciências: análise das imagens." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-11042017-113338/.
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As imagens sempre desempenharam papel fundamental na compreensão do conhecimento científico e, portanto, também nos livros didáticos de ciências. Porém, pesquisas têm mostrado que as imagens não são transparentes; por isso, defendemos a fundamental compreensão dos professores em relação ao uso das imagens no processo de ensino-aprendizagem, e na orientação da leitura e no uso desse recurso como suporte das atividades pedagógicas. Esta pesquisa analisou as imagens presentes nos livros didáticos de ciências recomendados pelo Programa Nacional do Livro Didático (PNLD 2014). Foram analisadas 189 imagens presentes nas três coleções selecionadas com base no ensino de botânica, especificamente \"O Reino das Plantas\". Consideramos o conhecimento da linguagem visual como uma fonte de informação indispensável aos educandos, pois os livros didáticos são ferramentas muito utilizadas como recurso didático nas escolas. Várias pesquisas abordam a relevância dos estudos sobre imagens, explorando, sobretudo sua leitura e interpretação. A pesquisa pretende contribuir para ampliação do conhecimento sobre as imagens encontradas nos livros didáticos de ciências, com intuito de realizar uma análise funcional com base nas classificações de DUCHASTEL e WALLER (1979); e KRESS e VAN LEEUWEN (2006). Constatamos que cerca de 75% das imagens analisadas nas três coleções apresentam caráter ilustrativo, sem um detalhamento de informações necessárias para a compreensão do conteúdo. Esse alto índice de imagens ilustrativas pode ser favorável como recurso pedagógico facilitador para o ensino de botânica, pois quantidade de estruturas e conceitos relativos ao tema são tantos, que os livros didáticos exploram estes recursos como forma de auxiliar a visualização dessas estruturas. Porém, para que esta visualização seja eficiente, são necessários critérios que direcionem a leitura e forneçam subsídios para compreensão e retenção de informações presentes nas imagens. Dessa forma, com base em um estudo mais exploratório do que apenas comparativo de como as imagens estão apresentadas, esperamos que a pesquisa oriente professores, alunos e editoras para o estabelecimento de estratégias de leitura e produção do livro didático, diferenciando aspectos ilustrativos de informações importantes presentes nessas imagens.The images always play a key role in the understanding of scientific knowledge and, therefore, in textbooks of science. Researches have shown that the images are not transparent, so we defend the fundamental understanding of teachers regarding the use of images in the teaching-learning process and the orientation of the reading and use of this resource in support of educational activities. This research analyzes the images present in the textbooks recommended by the National Science Textbook Program (PNLD 2014). We analyzed 189 images present in three collections selected based on the teaching of botany, specifically \"The Plant Kingdom\". We consider knowledge of visual language as a indispensable source of information to students because textbooks are widely used tools as a teaching resource in schools. Several studies address the relevance of studies of images, exploring, especially reading and interpretation. The research aims to contribute to improving knowledge about the images found in textbooks of science, in order to conduct a functional analysis based on ratings of DUCHASTEL and WALLER (1979); and KRESS and VAN LEEUWEN (2006). About 75% of the images analyzed in three collections present illustrative purposes, without detailing the necessary information for understanding the content. This high rate of illustrative images can be favorable as an educational resource facilitator for teaching botany, because amount of structures and concepts related to the subject are so many, that textbooks exploit these resources as a way to aid visualization of these structures. However,in order that such view be efficient, some efficient criteria are needed for addressing the reading and providing subsidies for understanding and retention of information in the images. Thus, based on a more exploratory study than just comparison on how images are presented, we expect that our results research orient teachers, students and publishers to establish reading strategies and production of textbooks, differentiating illustrative aspects of important information present the images.
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Bandouk, Gabriel Luiz. "Imagem e escrita: o livro didático de História para o ensino médio sob o Programa Nacional do Livro Didático (PNLD)." Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/1900.
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Previous issue date: 2014-02-11This work analyzes the pictures and the writing in high school History books in accordance with Programa Nacional do Livro Didático (National Textbook Program) PNLD, created by the federal government in 1985. The data from this survey, organized in graphs and tables, identified permanence and changes in the pictures and in the writing of high school History books through a comparative table of the two most sold books to PNLD with four other previous collections published by major publishers, two of them published between 1980 and 1990, when PNLD did not cover History in High School and two other editions published between 1960 and 1970, thus preceding PNLD. Initially we recovered the history of PNLD when it was observed that this program has helped to increase the number of teaching collections and to bring major foreign publishers to Brazil, as the purchase of millions of books which were given for free to all public schools in the country, was guaranteed by the government. This new reality has helped to promote a more careful publishing of textbooks since Basic Education Department, in partnership with federal universities assumed the responsibility to coordinate and evaluate the competing works. Although it was created in 1985, it was only in 2005 that PNLD contemplated History and so far two high school PNLDs were conducted related to it, the first one was between 2007 and 2008 and the other between 2011 and 2012.
Este trabalho analisa a imagem e a escrita nos livros didáticos de História para o Ensino Médio, a partir do Programa Nacional do Livro Didático (PNLD), implantado pelo governo federal em 1985. Os dados dessa pesquisa, organizados em tabelas e gráficos, identificaram permanências e mudanças no livro didático de História para o Ensino Médio, através de quadros comparativos das duas obras mais vendidas para o governo pelo PNLD com outras quatro coleções publicadas anteriormente por grandes editoras: duas delas entre 1980 e 1990, quando o PNLD ainda não atendia a disciplina de História no Ensino Médio, e as outras duas, entre 1960 e 1970, portanto, anteriores à implantação do PNLD. Inicialmente, buscamos recuperar a história do Programa Nacional do Livro Didático, quando foi observado que esse programa contribuiu para ampliar o número de coleções didáticas e para trazer grandes editoras estrangeiras no Brasil, já que estava garantida a compra de milhões de exemplares pelo governo, distribuídos gratuitamente para todas as escolas públicas do país. Essa nova realidade foi responsável por promover uma edição mais cuidadosa dos livros didáticos, uma vez que a Secretaria de Educação Básica em parceria com algumas universidades assumiu a responsabilidade de coordenar e avaliar as obras inscritas. Apesar de ter sido criado em 1985, foi somente em 2005 que o PNLD contemplou a disciplina de História, sendo que até esse momento foram realizados dois PNLDs dessa disciplina para o Ensino Médio: o primeiro entre 2007 e 2008 e o segundo entre 2011 e 2012.
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Petrick, Edward Joseph. "Knowledge from pictures : an examination of epistemological assumptions found in instructional media textbooks /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546981662.
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Mazmanian, Aznive. "La sémiologie de l'image fixe dans les manuels de FLE : Représentations et usage interculturels." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030076.
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Cette recherche montre l’usage, la représentation culturelle, l’intérêt sémiologique et pédagogique des images fixes se trouvant dans huit manuels de FLE, édités en France. Ces images peuvent être un moyen efficace pour transmettre à un apprenant étranger la langue et la culture françaises. Les codes, les signes peuvent porter en germe des messages riches pour la communication langagière et la communication culturelle et interculturelle. Notre constat est le suivant : la plupart de ces images ne répondent pas à la directive du CECR : à savoir de renouveler les manuels d’enseignement des langues et des cultures étrangères. Certes, les textes ont évolué, mais les images n’ont pas été renouvelées. Elles restent limitées, à un support pédagogique secondaire d’illustration et d’information. Trop souvent, elles sont opaques ou représentent une France stéréotypée. Mais il y a des exceptions avec des images culturelles montrant la société française contemporaine. - Dans un premier temps, nous présentons l’évolution de l’enseignement et des méthodes de FLE, le rôle des représentations culturelles dans cet enseignement, la sémiologie et ses éléments, l’effet et les messages d’une image. - Puis, dans un second temps, nous analysons les images fixes : l’identification de ces images comme objet pédagogique, la rhétorique pédagogique et culturelle de ces images. Chaque analyse se termine par un tableau statistique. Nous concluons par des suggestions pour développer la rhétorique sémiologique et l’effet pédagogique des images fixes dans les manuels de FLE, car elles sont essentielles pour rendre l’enseignement de la langue et de la culture française plus efficaceThis search will describe how images in the eight FLE [French as a Foreign Language] textbooks published in France are used, are culturally representative, and are of interest from semiological and pedagogical points of views. These images can be an efficient way to teach the French language and culture to foreign learners. Codes and signs can contain rich messages that will help communication on linguistic, cultural, and intercultural levels. The research for this paper has led to the following ascertainment—most of these images do not respond to the CEFR guidelines for updating foreign language-culture textbooks. Though the texts have evolved, the images have remained the same. They still serve only a secondary pedagogical role—to illustrate and provide information. Most of the time, they are superficial or show only clichés of France. There are exceptions, however. Some images portray contemporary French society. The first section of this paper will present the evolution of teaching methods in the field of FLE, the role of cultural representations within that teaching, the science of semiology and its elements, and the effect and messages that images can produce. The second section will concentrate on the analysis of the images—identifying them as pedagogical tools and discussing their cultural and pedagogical content. Each analysis will include a table of statistics
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Peltonen, Måns, and Andréa Hammarström. "En heteronormativ diskurs i förändring : En diskursanalys av kön och genus i två läromedel för religionskunskap 1." Thesis, Högskolan i Gävle, Religionsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29239.
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As teacher students, we have on many occasions come across and studied different textbooks for religion. The purpose of this bachelor thesis is to research how sex and gender are presented in the textbooks for the course “religion 1” in the Swedish upper secondary school. The two thesis questions are: How are sex and gender presented in two different teaching materials in the Abrahamic religions? How does school law's demands for equality manifest in the analysed textbooks? When limiting the scope of the research to get a manageable amount of data we chose two textbooks written after the new guidelines for the Swedish upper secondary school which took effect in the year 2011 and are used in the public schools in Gävle. Further limiting the amount of data we decided to only go into detail on the Abrahamic religions, which had dedicated chapters in each book. For the method we decided discourse analysis would be fitting as what we are researching is how sex and gender are represented in the text. As both textbooks contain images on almost every page we also use some methods for analysing images from the book Reading Images (Kress & Van Leeuwen 2006). The results showed a heteronormative discourse which is present in both textbooks and is especially noticeable when describing the relationship between God and man. God is usually described with the pronoun He while humans present in the books are referred to as she. The discourse also changes depending on the topic. In the topic of describing the history of the religions men are more present, and in the rare cases when women are present the text doesn’t treat them as individuals. When discussing the present questions about feminism and changing the religions to fit the modern society are more frequent, but even here God is referred to as a man and it’s described that mankind - she - is supposed to follow and obey.
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Simonsson, Kim, and Elin Kraaijenbrink. ""En bild säger mer än tusen ord" : Hur tre olika skönlitterärt uppbyggda läroböcker utformat bildstöd för årskurs 1." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96754.
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Den här kvalitativa studien syftar till att undersöka hur bildstöd är utformat i tre skönlitterärt uppbyggda läroböcker på ingångsnivå riktade mot årskurs 1 i svenska för att stödja elevers läsinlärning. Studien tar avstamp i Richard E. Mayers (2014) teori om multimodal inlärning: Cognitive Theory of Multimedia Learning. Teorin bygger på idén att människor lär bättre och djupare från text och bild än från enbart text. Läroböckerna analyseras utifrån Lundh och Limbergs (2012) kategorier när det gäller bildstöd: dekorativ, illustrativ, narrativ och förklarande. I läroböckerna analyseras även förhållandet mellan text och bild samt vilka tidigare kunskaper eleverna behöver för att förstå bildstödet. Resultatet visar att alla de tre läroböckerna använder sig av bildstöd i berättelsen. Det bildstöd som används mest i läroböckerna är narrativt, samtidigt som dekorativt bildstöd saknas helt. Förhållandet mellan bild och text ser genomgående olika ut i läroböckerna men visar sig ha stor betydelse speciellt för elevernas läsförståelse. Precis som med allt annat i vardagen behöver eleverna ha tidigare kunskaper för att kunna “läsa” och förstå bilderna i läroböckerna. Av studiens resultat kan slutsatsen dras att läroböckerna använder sig av bilder avsiktligen för att stödja läsningen, att bilderna ger bäst stöd om de berättar samma sak som texten gör samt att eleverna måste kunna ”läsa” och förstå bilderna för att få full läsförståelse.
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Yeh, Ya-Chin, and 葉雅菁. "Exploring the high-school students’ feeling and comprehension of reading pictures in biological textbook." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/m74f4t.
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碩士國立臺灣師範大學
科學教育研究所在職進修碩士班
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The study is investigated the high-school students’ feeling to the categories of pictures using in the current foundation biological textbook, and the comprehension of reading picture. The first grade students who had finished the foundation biology were selected as participants of this study. The participants were asked to fill out the questionnaire developed by the researcher. The analysis of the feeling to different representational structure picture and the comprehension of reading picture are proceeded. Major findings were listed as the follows: (1) In current foundation biological textbook, as the types of pictures, the conversion process pictures are most in narrative structure and the pure representation are most in conceptual representations. (2) Students spend many time in reading conversion process picture。 In addition, the role of the relay and the covert taxonomy in the picture are misunderstood easily. (3) The different studies achievement's student is different to the picture reading comprehension. Low grouping students rarely infer the participant's change process or the relation according to the representational change in the picture. High grouping students can infer the participant's change process according to prior knowledge. In addition, high grouping students surpass low grouping students in science writing. Finally, implications for teaching, the textbook edition and the topics for future studies are suggested based on the findings in the study.
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Σωτηρακοπούλου, Ελένη. "Η εικόνα του εθνικού «εαυτού» και του εθνικού «άλλου» στα σχολικά βιβλία ιστορίας της Γ΄ λυκείου στα στα σχολικά βιβλία Ιστορίας της Γ΄ Λυκείου στα 1965, 1970, 1985 και 2007". Thesis, 2011. http://hdl.handle.net/10889/4873.
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Η παρούσα εργασία επιδιώκει να παρουσιάσει τον τρόπο με τον οποίο παρουσιάζονται οι Έλληνες και οι άλλοι λαοί στα σχολικά βιβλία Ιστορίας της Γ' Λυκείου από το 1965 έως σήμερα. Στόχος είναι να ανιχνευθεί ο τρόπος με τον οποίο κατασκευάζονται η ιστορική μνήμη και η εθνική ταυτότητα, σκιαγραφώντας έτσι την αντίληψη που είναι πιθανό να διαμορφώσουν οι μελλοντικοί πολίτες για τον εθνικό τους «εαυτό» (national ‘‘self’’) αλλά και για τους γείτονες λαούς, δηλαδή τον εθνικό «άλλο» (national ‘‘other’’).Η εργασία χωρίζεται σε δύο μέρη, το θεωρητικό και το ερευνητικό. Στο πρώτο μέρος γίνεται λόγος για το Σχολικό Εγχειρίδιο (Textbook), για τη Διεθνή Έρευνα των Διδακτικών Εγχειριδίων (International Textbook Research) αλλά και για το ρόλο της εικονογράφησης (the role of Textbook Pictures).Στο δεύτερο μέρος γίνεται η παρουσίαση της έρευνας των σχολικών βιβλίων Ιστορίας , τόσο ως προς το κείμενο όσο και ως προς το περικείμενο. Η παρουσίαση ακολουθεί την πορεία της ποιοτικής ανάλυσης περιεχομένου (qualitative content analysis), που επιλέχθηκε ως ερευνητική μέθοδος.The current essay focuses on the way Greeks and the other nations are presented in the new textbooks of History in High school at the period 1695 to 2007. The purpose of the author is to enlight the way the historic memory and the national identity are shaped, so that it will be understood –up to a point- what the future Greeks will think about their ‘self’ and the other nations due to the books.The essay is separated in two parts. In the first part, the basic relevant theory and terminology are presented. In particular, the author is referring to Textbooks, to International Textbook Research and to the role of Textbook Pictures.In the second part, the analysis of the textbooks and their pictures is presented according to the process of the qualitative content analysis that had been chosen as the method of analysis.
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Chang, Tzu Hsin, and 張資幸. "A Comparison on the Pictures of Organism and Text-Picture Relations in Elementary School Science Textbooks between Taiwan and Japan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09652917883353983215.
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碩士國立臺中教育大學
科學應用與推廣學系科學教育碩士班
102
The purpose of this study was to explore and compare pictures of organism and text-picture relations in elementary school science textbooks in Taiwan and Japan. To provides the reference for educators and editors. We examined the contents of life science from the third grade to the sixth grade in edition of A (Taiwan) and B (Japan) textbooks by content-analysis method. We identified and evaluated the pictures in these two editions including “the subject of the picture”, “the specificity of label provided”, “whole/part of organism”, “organism with environment or not” and “character of picture” , then further calculated the number of different organisms. And we analyzed “form” and “function” of text-picture relation in similar life science unit of two textbook series. The major findings of this study were: 1. Picture of organism (1)Both of two country, “single subject” , “level 3(specific labels)”, “whole of organism”, “organism with environment”, “photograph” were more numerous. (2)Diversity and repetition of organisms：Taiwan did a better job of representing the diversity of organisms, Japan had a greater instance of repetition among grade-level textbooks and more frequently gave specific labels (level 3). 2. Text-picture relation (1)Form of text-picture relation：Japan had more rich and diverse style , typesetting mainly rely on picture supplemented by text and was not confined to page ,and quality of pictures were more delicate, stable and consistent. (2)Function of text-picture relation：Taiwan used “mainly rely on text of mutual explanatory pattern” and “high extent of mutual testifying pattern” mostly. As to Japan, the pattern of selected unit from textbook was more diverse and equally. Japan had most patterns expect “low extent of mutual testifying pattern” and “mutual rejecting pattern”.
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Chang, Yu-Yen, and 張聿硯. "The Study of Children’s Picture Book Design as Supplementary Material for Chinese Learning─On the Basis of〈Chinese Wonderland〉Textbook." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hg6454.
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碩士文藻外語大學
華語文教學研究所
106
Picture books are widely used in children’s language learning classes, and they enrich the classes with interesting and educational meaning. This study designed picture book as supplementary materials which are based on the content of Chinese Wonderland1 and Chinese Wonderland2 textbooks. The researcher aimed to apply the characteristic of picture books, such as attractive story and colorful illustrations, to enhance students’ learning motivation while assisting with learning sentence structures and vocabularies from main textbooks. This research developed three picture books, which mainly according to an analysis of the second foreign language learning theory, the criteria of language material compiling and tale writing theory. In the picture books, firstly, it took the topic, sentence structures and vocabularies in Chinese Wonderland textbooks as standard. Secondly, it took a few of CCCC recommended vocabularies as reference. Researcher cooperated with a teacher who was teaching in primary school in Mexico to teach with picture book. In her class, there are twenty-three students, around age nine to ten. The teaching experiment applied picture book Nǐ Kàn Wǒ Yǒu Shé Me and instructional activities to reviewing the lesson after using main textbook. The study collected the result of the cooperating teacher's in-depth interview and students’ questionnaire after class, to analyze the effect of picture book and modify the material. Ultimately, researcher proposed the model of compiling the supplementary picture books, which took five principles of compiling mandarin material (Xun Liu, 2002) as framework combine the design model of storytelling-type material and tale writing theory. The result of the survey indicated that applying picture book as supplementary material increase students’ learning motivation and interest.
Books on the topic "Textbook pictures"
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Zhou, Zhiping. Readings in contemporary Chinese cinema: A textbook of advanced modern Chinese. Princeton University Press, 2007.
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Zhiping, Zhou. Readings in contemporary Chinese cinema: A textbook of advanced modern Chinese. Princeton University Press, 2007.
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Zhiping, Zhou. Readings in contemporary Chinese cinema: A textbook of advanced modern Chinese. Princeton University Press, 2007.
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Tim, Harris. Picture this! Longman, 2005.
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Daniel, Claire. Fossils: Pictures from the past. Steck-Vaughn, 2000.
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James, Dixson Robert, ed. English step by step with pictures. Prentice Hall Regents, 1991.
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Burton, Eric. Going places: Picture-based English. Longman, 1995.
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Hazan, Maurice. Chinese in pictures: [Tu hua Zhong wen]. Symtalk, 2000.
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Erdos, József. Hungarian in words and pictures: Magyar nyelvkönyv. 2nd ed. Tankönyvkiadó, 1988.
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Lado, Robert. Lado picture dictionary. Regents/Prentice Hall, 1993.
Book chapters on the topic "Textbook pictures"
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Došen, Anton. "Psychiatric and behaviour disorders among adult persons with intellectual disability." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0246.
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Persons with ID are more prone to psychiatric disorders and behavioural problems than the general population. The symptoms of their biological disorders, developmental processes, and interaction patterns may give atypical clinical pictures, particularly in individuals with moderate and severe ID. It is probable that certain disorders are specifically associated with or even unique to the ID. Traditional nosological classifications do not adequately accommodate the phenomenology of psychiatric disorders in this population. A broader taxonomy, that takes account of the atypical presentation of psychopathology in this population is necessary.
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Thompson, Paul. "The adult patient." In Oxford Textbook of Rheumatology. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0003.
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The adult patient gives the trainee rheumatologist insight into the wide range of musculoskeletal problems faced by our patients, the many different clinical pictures they present, and how their disorders evolve over time. Using clinical vignettes to stimulate thought and evidence-based articles and reviews to underpin the text the chapter covers patients with mono-, oligo-, and polyarthritis, regional soft tissue and myofascial pain, polymyalgia, and systemic autoimmune rheumatological conditions. The importance of disease classification for helping prognosis and treatment strategies is contrasted with the difficulty of fitting many of our patients into a diagnostic pigeon hole. Particular emphasis is placed on the need for the rheumatologist to take a holistic approach to the subject and to remember that outcome depends not only on the disease but also the person affected.
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Bjarnadóttir, Kristín. "Royaumont’s aftermath in Iceland – Motion geometry, transformations and groups." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.06.
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In the Meran Program in 1905 and at the Royaumont Seminar in 1959, among the main themes were transformation geometry, including motion geometry, and group theory. Those themes entered some Danish mathematics textbooks and the English School Mathematics Project’s textbook series, both used in Iceland around 1970. One of the arguments for including group theory in school mathematics was that its structure corresponded to structures in the minds of children. Eventually, the emphasis on motion in geometry subordinated the structure of the transformation groups. These ideas proved short-lived in Iceland, they coincided with a great expansion of the school system, students were unaccustomed to studying textbooks in English, available teachers were not receptive, and mathematical analysis was considered neglected. In later applications, geometric transformations have become the basis of a large industry: animations in motion pictures and games. Keywords: motion geometry, transformation, group theory, School Mathematics Project
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Daloiso, Michele, and Barbara D’Annunzio. "La rappresentazione delle diversità nei materiali glottodidattici Un’indagine comparativa sui manuali di inglese americano e d’italiano per stranieri." In SAIL. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-477-6/009.
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This chapter presents the results of a research study on the photographs used in a sample of foreign language coursebooks (FLC). The study aimed to determine to what extent the pictures are representative of the different types of diversity that constitute our societies. A corpus of 699 pictures taken from a selection of FLC of English and Italian was created. On the whole, the analysis showed that, while cultural diversity is widely present in the FLC, other types of diversity, such as disability or the LGBT community, are mostly neglected. The results of the study are relevant for researchers and publishers interested in inclusive textbook design, as it highlights the relevance of pictures in FLC not only as an aesthetic and pedagogical support, but also as visual representations of diversity as a value in our society.
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Yastrebov, Konstantin. "3D echocardiography in intensive care." In Oxford Textbook of Advanced Critical Care Echocardiography, edited by Anthony McLean, Stephen Huang, and Andrew Hilton. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198749288.003.0029.
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Three-dimensional echocardiography (3DE) is a rapidly expanding modality with great potential. 3DE, as with 2D, is based on basic principles of ultrasound physics. Sequential ultrasound beams are emitted from piezoelectric elements and received echoes are analysed by computers using specialized algorithms, creating pictures on a screen. Current routine utilization and research of 3DE in intensive care is limited. Technical problems, lack of equipment and training among intensive care practitioners are the major limiting factors. This chapter examines the main principles of 3DE, specific terminology, current advantages and limitations, as well as projected future applications. Application areas of three-dimensional transthoracic echocardiography (3D TTE) and three-dimensional transoesophageal echocardiography (3D TOE) in intensive care are outlined.
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McDougall, I. Ross, and Andrei Iagaru. "Thyroid imaging: nuclear medicine techniques." In Oxford Textbook of Endocrinology and Diabetes. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199235292.003.3054.
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Thyroid imaging with radio-isotopes of iodine provides functional and quantitative information. Images, scans, or scintiscans are the terms used for the pictures that are obtained. In general, a radionuclide or radiopharmaceutical is administered orally or intravenously and images of the distribution of the radioactive tracer are obtained after specific times using a gamma camera. Some clinicians employ a rectilinear scanner rather than a gamma camera to produce the images, but this should not be considered state of the art. Scintiscans do not have the resolution of ultrasonography, CT, or MRI, but they provide reasonable anatomical information as well as functional information. A numerical uptake measurement of how much of the tracer has been trapped can be obtained at the same time as the scintiscan to provide complementary quantitative information. Imaging with radio-iodine is of great value in the diagnosis and management of patients with thyrotoxicosis and differentiated thyroid cancer. It is of less value in thyroid nodules, hypothyroidism, simple goitre, and undifferentiated thyroid cancer. The chapter starts with a discussion of the radioactive tracers and the methods for scanning. Then the appearance of a normal scan followed by findings in patients with thyrotoxicosis, simple goitre, nodular goitre, and congenital defects are described. In these situations the scintiscan evaluates the region of the thyroid. Finally, the role of nuclear medicine imaging in patients with cancer of the thyroid is presented separately since the imaging is different in that it usually evaluates the whole body.
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"Clinical Picture of Diabetes Mellitus." In Textbook of Diabetic Neuropathy, edited by Arnold Gries and Norman E. Cameron. Georg Thieme Verlag, 2003. http://dx.doi.org/10.1055/b-0034-83048.
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Seikh, Parvez. "Picture Archiving and Communication System." In Textbook of Radiology: Physics. Jaypee Brothers Medical Publishers (P) Ltd., 2016. http://dx.doi.org/10.5005/jp/books/12812_22.
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Smith, Brent. "Nature and Geography." In Advances in Marketing, Customer Relationship Management, and E-Services. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9784-3.ch004.
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This chapter considers the appropriateness and importance of including the natural environment (i.e., nature and geography) as part of the external business environment featured in marketing textbooks. Based on myriad examples from industry, the natural environment is regarded as an uncontrollable force that constantly affects decisions about markets and marketing activities. Thus, it deserves some (greater) mention next to economic, competitive, regulatory, and other variables typically featured in most marketing textbooks. Based on a review of business news, industry concerns, and marketing textbooks, this chapter considers the current listing of uncontrollable environment forces typically discussed within twenty-five popular marketing textbooks. It is observed that nature and geography, common priorities for business decision makers, are conspicuously absent from mention within most of these textbooks. This chapter shows that the natural environment is mentioned in only five of twenty-five marketing textbooks: two introductory marketing; one marketing management; and two international marketing. Based on scholarly definitions and industry examples, nature and geography are, in fact, uncontrollable influential forces that affect markets and marketing activities. Consequently, there is reasonable cause for including them in more marketing textbooks. Textbook authors and instructors can provide students a more complete picture of how domestic and international markets and marketing activities are affected by the natural environment. In practice, business people acknowledge that the natural environment affects and is affected by markets and marketing activities in virtually all industries. Alas, marketing textbooks seldom little, if ever, acknowledge that nature and geography (e.g., topography, climate, weather, solar flares, natural disasters) affect how companies think about their markets and marketing mix. This chapter offers simple, actionable steps for discussing the natural environment in marketing textbooks and courses.
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Smith, Brent. "Nature and Geography." In Research Anthology on Business and Technical Education in the Information Era. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch028.
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This chapter considers the appropriateness and importance of including the natural environment (i.e., nature and geography) as part of the external business environment featured in marketing textbooks. Based on myriad examples from industry, the natural environment is regarded as an uncontrollable force that constantly affects decisions about markets and marketing activities. Thus, it deserves some (greater) mention next to economic, competitive, regulatory, and other variables typically featured in most marketing textbooks. Based on a review of business news, industry concerns, and marketing textbooks, this chapter considers the current listing of uncontrollable environment forces typically discussed within twenty-five popular marketing textbooks. It is observed that nature and geography, common priorities for business decision makers, are conspicuously absent from mention within most of these textbooks. This chapter shows that the natural environment is mentioned in only five of twenty-five marketing textbooks: two introductory marketing; one marketing management; and two international marketing. Based on scholarly definitions and industry examples, nature and geography are, in fact, uncontrollable influential forces that affect markets and marketing activities. Consequently, there is reasonable cause for including them in more marketing textbooks. Textbook authors and instructors can provide students a more complete picture of how domestic and international markets and marketing activities are affected by the natural environment. In practice, business people acknowledge that the natural environment affects and is affected by markets and marketing activities in virtually all industries. Alas, marketing textbooks seldom little, if ever, acknowledge that nature and geography (e.g., topography, climate, weather, solar flares, natural disasters) affect how companies think about their markets and marketing mix. This chapter offers simple, actionable steps for discussing the natural environment in marketing textbooks and courses.
Conference papers on the topic "Textbook pictures"
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Nur’graha, Dhea Zakia Millah, and Budi Hermawan. "What Do the Pictures Say in a Science Textbook?" In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.025.
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Guerra, Gabriel Bio, Matheus Ferreira Da Costa, and Matheus Henrique Palinkas Dos Santos. "POSTER: The use of Augmented Reality in the classroom." In XXI Symposium on Virtual and Augmented Reality. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/svr_estendido.2019.8466.
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Augmented reality is a technology that has been growing every day, being used in various fields, such as architecture, games and medicine, and because of this growth, several applications of this resource arise. With this in mind, this project seeks to apply augmented reality in the classroom by the use of smartphones. Our intention is to show that a device that can hinder learning, can also helps a lot when applied in a favorable way to learning. Basically, with an easy-to-use mobile phone application, students will be able to see pictures from their textbook in three dimensions and animated, thus making learning more dynamic and playful. By not modifying the content of the textbook, the application can be used in several schools, requiring the application and the textbook for which it was developed.
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Michugina, Svetlana, and Oksana Lukoshus. "Modeling the World Picture within Education English Language Textbook Discourse." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0627.
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Lukatskiy, Mikhail A. "Language Picture Of The World And Mental Image Of A Person In School Textbooks." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.36.
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Mach, Elżbieta M. "EUROPE IS US. A PICTURE OF EUROPE AND EUROPEANS IN SCHOOL TEXTBOOKS ON INTEGRATED EDUCATION. THE CASE OF POLAND." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1173.
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