Yıl 2018, Cilt 9 , Sayı , Sayfalar 193 - 199 2018-08-18

Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks

Behiye AKCAY [1] , Hakan AKCAY [2]


The aim of this study is to examine diagrammatic representations in middle school science textbooks based on diagrammatic typology to find out a general picture of how diagrammatic representations used in science textbooks over fifteen years. Textbooks are an important role in education as primary teaching and learning source. The sample consist of total number of twelve 6th, 7th and 8th grade science textbooks from 2002 to 2017 in Turkey. Textbooks analyzed based on content analysis method. Systematic coding and categorizing of diagrams, photos, charts, graphs, drawings and tables analyzed based on Hegarty, Carpenter and Just’s  (1991) typology and Khine and Liu’s coding scheme. Diagrams coded as Graphical Types including iconic, schematic, charts and graphs, and augmented reality; Gender Representation, Indexing, Captioning and Quality. Finding of the study showed that schematic representations is preferred compared to iconic and charts and graphs.  Male representation is highly dominant in all grades of middle school science textbooks.

Visual representation, Textbooks, Science education
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Birincil Dil en
Konular Sosyal
Bölüm Articles
Yazarlar

Yazar: Behiye AKCAY

Yazar: Hakan AKCAY

Tarihler

Yayımlanma Tarihi : 18 Ağustos 2018

Bibtex @araştırma makalesi { epess457943, journal = {The Eurasia Proceedings of Educational and Social Sciences}, issn = {}, eissn = {2587-1730}, address = {}, publisher = {ISRES Organizasyon Turizm Eğitim Danışmanlık Ltd. Şti.}, year = {2018}, volume = {9}, pages = {193 - 199}, doi = {}, title = {Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks}, key = {cite}, author = {Akcay, Behiye and Akcay, Hakan} }
APA Akcay, B , Akcay, H . (2018). Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks . The Eurasia Proceedings of Educational and Social Sciences , 9 , 193-199 . Retrieved from https://dergipark.org.tr/tr/pub/epess/issue/38900/457943
MLA Akcay, B , Akcay, H . "Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks" . The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 193-199 <https://dergipark.org.tr/tr/pub/epess/issue/38900/457943>
Chicago Akcay, B , Akcay, H . "Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks". The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 193-199
RIS TY - JOUR T1 - Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks AU - Behiye Akcay , Hakan Akcay Y1 - 2018 PY - 2018 N1 - DO - T2 - The Eurasia Proceedings of Educational and Social Sciences JF - Journal JO - JOR SP - 193 EP - 199 VL - 9 IS - SN - -2587-1730 M3 - UR - Y2 - 2021 ER -
EndNote %0 The Eurasia Proceedings of Educational and Social Sciences Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks %A Behiye Akcay , Hakan Akcay %T Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks %D 2018 %J The Eurasia Proceedings of Educational and Social Sciences %P -2587-1730 %V 9 %N %R %U
ISNAD Akcay, Behiye , Akcay, Hakan . "Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks". The Eurasia Proceedings of Educational and Social Sciences 9 / (Ağustos 2018): 193-199 .
AMA Akcay B , Akcay H . Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks. EPESS. 2018; 9: 193-199.
Vancouver Akcay B , Akcay H . Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks. The Eurasia Proceedings of Educational and Social Sciences. 2018; 9: 193-199.
IEEE B. Akcay ve H. Akcay , "Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks", The Eurasia Proceedings of Educational and Social Sciences, c. 9, ss. 193-199, Ağu. 2018