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Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks

Yıl 2018, Cilt: 9 , 193 - 199, 18.08.2018

Öz

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.

Kaynakça

  • Azuma, R. (1997). A survey of augmented reality. In Presence: Tele operators and Virtual Environments 6(4), 355-385. Devetak, I. and Vogrine, J. (2013). The criteria for evaluating the quality of the science textbooks. M.S. Khine (Ed.) critical analysis of science textbooks: evaluating instructional effectiveness. Slovenia: Springer. Digisi, L. L. and Willett, J. B. (1995). What high school biology teachers say about their textbook use: a descriptive study. Journal of Research in Science Teaching, 32(2), 123-142. Dimopoulos, K., Koulaidis, V. and Sklaveniti, S. (2003). Towards an analysis of visual images in school science textbooks and press articles about science and technology. Research in Science Education, 33, 189-2016. Drakopoulou, M., Parkosidis, I., Halkia, K. And Skordoulis, C. (2005). Historical analysis of illustrations of scientific instruments in Greek primary school textbooks. Retrieved from https://www.researchgate.net/profile/Constantine_Skordoulis/publication/242521829_HISTORICAL_ANALYSIS_OF_ILLUSTRATIONS_OF_SCIENTIFIC_INSTRUMENTS_IN_GREEK_PRIMARY_SCHOOL_TEXTBOOKS_1878_-1950/links/0c960528cd2d15ae2b000000/HISTORICAL-ANALYSIS-OF-ILLUSTRATIONS-OF-SCIENTIFIC-INSTRUMENTS-IN-GREEK-PRIMARY-SCHOOL-TEXTBOOKS-1878-1950.pdf July 8, July 8, 2018. Groves, F. H. (1995). Science vocabulary load of selected secondary textbooks. School Science and Mathematics, 95(5), 231-235. Irez, S. (2008). Nature of science as depicted in Turkish biology textbooks. Science Education, 93(3), 422-447. King, J. H. (2009). An analysis of misconceptions in science textbooks: earth science in England and Wales. International Journal of Science Education, 32(5), 565-601. Lee, V. R. (2010). Adaptations and continuities in the use and design of visual representations in US middle school science textbooks. International Journal of Science Education, 32(8), 1099-1126. Liu, Y. & Khine, M. S. (2016). Content analysis of the diagrammatic representations of primary science textbooks. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 1937-1951. Liu, Y. And Treagust, D.F. (2013). Content analysis of diagrams in secondary school science textbooks. M.S. Khine (Ed.) critical analysis of science textbooks: evaluating instructional effectiveness. Slovenia: Springer Misulis, K. (1997). Textbook comprehension strategies. Science scope, September, 39-42. Nyachwaya, J. M. And Wood, N. B. (2014). Evaluation of chemical representations in physical chemistry textbooks. Chemistry Education Research and Practice, 15, 720-728. Quasim, S. H. and Pandey, S.S. (2017). Content analysis of diagrammatic representations in upper primary science textbooks. International Journal of Research, 5(7), 474-479)
Yıl 2018, Cilt: 9 , 193 - 199, 18.08.2018

Öz

Kaynakça

  • Azuma, R. (1997). A survey of augmented reality. In Presence: Tele operators and Virtual Environments 6(4), 355-385. Devetak, I. and Vogrine, J. (2013). The criteria for evaluating the quality of the science textbooks. M.S. Khine (Ed.) critical analysis of science textbooks: evaluating instructional effectiveness. Slovenia: Springer. Digisi, L. L. and Willett, J. B. (1995). What high school biology teachers say about their textbook use: a descriptive study. Journal of Research in Science Teaching, 32(2), 123-142. Dimopoulos, K., Koulaidis, V. and Sklaveniti, S. (2003). Towards an analysis of visual images in school science textbooks and press articles about science and technology. Research in Science Education, 33, 189-2016. Drakopoulou, M., Parkosidis, I., Halkia, K. And Skordoulis, C. (2005). Historical analysis of illustrations of scientific instruments in Greek primary school textbooks. Retrieved from https://www.researchgate.net/profile/Constantine_Skordoulis/publication/242521829_HISTORICAL_ANALYSIS_OF_ILLUSTRATIONS_OF_SCIENTIFIC_INSTRUMENTS_IN_GREEK_PRIMARY_SCHOOL_TEXTBOOKS_1878_-1950/links/0c960528cd2d15ae2b000000/HISTORICAL-ANALYSIS-OF-ILLUSTRATIONS-OF-SCIENTIFIC-INSTRUMENTS-IN-GREEK-PRIMARY-SCHOOL-TEXTBOOKS-1878-1950.pdf July 8, July 8, 2018. Groves, F. H. (1995). Science vocabulary load of selected secondary textbooks. School Science and Mathematics, 95(5), 231-235. Irez, S. (2008). Nature of science as depicted in Turkish biology textbooks. Science Education, 93(3), 422-447. King, J. H. (2009). An analysis of misconceptions in science textbooks: earth science in England and Wales. International Journal of Science Education, 32(5), 565-601. Lee, V. R. (2010). Adaptations and continuities in the use and design of visual representations in US middle school science textbooks. International Journal of Science Education, 32(8), 1099-1126. Liu, Y. & Khine, M. S. (2016). Content analysis of the diagrammatic representations of primary science textbooks. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 1937-1951. Liu, Y. And Treagust, D.F. (2013). Content analysis of diagrams in secondary school science textbooks. M.S. Khine (Ed.) critical analysis of science textbooks: evaluating instructional effectiveness. Slovenia: Springer Misulis, K. (1997). Textbook comprehension strategies. Science scope, September, 39-42. Nyachwaya, J. M. And Wood, N. B. (2014). Evaluation of chemical representations in physical chemistry textbooks. Chemistry Education Research and Practice, 15, 720-728. Quasim, S. H. and Pandey, S.S. (2017). Content analysis of diagrammatic representations in upper primary science textbooks. International Journal of Research, 5(7), 474-479)
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Behiye Akcay Bu kişi benim

Hakan Akcay Bu kişi benim

Yayımlanma Tarihi 18 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 9

Kaynak Göster

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.