Descriptive Analysis of Diagrammatic Representations of Turkish Middle School Science Textbooks

Year 2018, Volume: 9 , 193 - 199, 18.08.2018

Behiye Akcay Hakan Akcay

Abstract

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.

Keywords

Visual representation, Textbooks, Science education

References

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