Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education

Abstract

The aim of the article is to assess the quality of visualisation of geomorphology, hydrology and agriculture of Czechia through maps, schemes and photographs in geography textbooks for ISCED 1 and ISCED 2 levels of education. A total of 15 geography textbooks were selected and a total of 90 visuals from these textbooks were analysed. The scaling method according to defined criteria relating to the concept of usability was applied. The data obtained through scaling was subsequently statistically analysed. The outcomes of the statistical analysis show that the quality of visualisation in textbooks for the older cohort is higher than in textbooks for younger students. The quality of the assessed visuals is linked especially to the tradition of publishing houses, as visuals in textbooks published by publishers with relatively long tradition are of a higher quality than those by publishers with shorter tradition and therefore less experience with publishing textbooks. Differences in the quality between individual types of visuals or themes are not statistically significant.

Keywords

• Visual,Geography Textbook,Quantitative Content Analysis,Textbook Analysis,Geography Education

Kaynakça

1. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(2), 183‒198.
2. Behnke, Y. (2017). Mapping the reading of graphic visualisations in geography textbooks. In: N. Pyyry, L. Taino, K. Juuti, R. Vasquez & M. Paananen. Changing Subjects, Changing Pedagogies: Diversities in School and Education (pp. 68‒89). Helsinki: Oy Nord Print Ab.
3. Benson, P. (1997) Problems in picturing text: A study of visual/verbal problem solving. Technical Communication Quarterly, 6(2), 141‒160.
4. Bláha, J. D. (2006). Paradox inovace v kartografii z pohledu estetiky. Kartografické listy, 14, 5–15.
5. Bláha, J. D. (2010). Various ways of assessment of cartographic works. In G. Gartner & F. Ortag (Eds.), Cartography in Central and Eastern Europe (pp. 211–231). New York: Springer.
6. Bresciani, S. & Eppler, M. J. (2015). The pitfalls of visual representations: A review and classification of common errors made while designing and interpreting visualizations. SAGE Open, 5(4), 1–14.
7. Butcher, R. K. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182–197.
8. Canham, M. & Hegarty, M. (2010). Effects of knowledge and display design on comprehension of complex graphics. Learning and Instruction, 20(2), 155‒166.

9. Chytrý, V. & Kroufek, R. (2017). Možnosti využití Likertovy škály – základní principy aplikace v pedagogickém výzkumu a demonstrace na příkladu zjišťování vztahu člověka k přírodě. Scientia in educatione, 8(1), 2‒17.
10. Cohen, L. (2007). Research methods in education. New York: Routlege.
11. Cromley, J. G., Perez, T. C., Fitzhugh, S. L., Newcombe, N. S., Wills, T. W. &. Tanaka, J. C. (2013). Improving students’ diagram comprehension with classroom instruction. The Journal of Experimental Education, 81(4), 511–537.
12. Dove, J. E., Everett, L. A. & Preece, P. (1999). Exploring a hydrological concept through children's drawings. International Journal of Science Education, 21(5), 485‒497.
13. Đukičin, S., Bibić, L., Lukić, T., & Dubovina, Z. (2014). Analysis of the utilization of supplementary illustrations: An example of the selected teaching units from the fifth grade geography textbook (Republic of Serbia). Geographica Pannonica, 18(4), 29–95.
14. Fedotova, O., Latun, V. & Okuneva, I. (2014). Visual image of the continent in Russian textbooks on geography (1825–2013). Procedia – Social and Behavioral Sciences, 14(5), 731–737.
15. Gregory, D. (Eds.). (2009). The Dictionary of human geography. Malden: Blackwell.
16. Hollman, V. (2014). Promoting visual literacy among undergraduate students in geography: Teaching a visualized Latin America. Journal of Geography in Higher Education, 38(1), 136–147.
17. Jackson, P. (2006). Thinking geographically. Geography, 91(3), 199‒204.
18. Janko, T & Knecht, P. (2013). Visuals in geography textbooks: Categorization of types and assessment of their instructional qualities. Review of International Geographical Education Online, 3(1), 93‒110.
19. Kim, S. Lim, S. & Yang, I. (2016). An analysis of eye movement and cognitive load about the editorial design in elementary science textbook. Universal Journal of Educational Research, 4(3), 570‒575.
20. Kirk, A. (2016). Data visualization. Los Angeles: Sage Publication.
21. Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks: Sage.
22. Kruskal, W. H. & Wallis, A. (1952). Use of ranks in one-criterion variance analysis. Journal of the American Statistical Association, 47(260), 583‒621.
23. Levin, J. R, Anglin, G. J. & Carney, R. N. (1987). On empirically validating functions of picture in prose. In: Willows, D. & Houghton, H. (eds.). The Psychology of Illustration. New York: Springer, pp. 51–86.
24. Lukinbeal, C. (2014) Geographic media literacy. Journal of Geography, 113(2), 41‒46.
25. Mann, H. B. & Whitney, D. R. (1947). On a test of whether one or two random variables is stochastically larger than the other. The Annals of Mathematical Statistics, 18(1), 50‒60.
26. Mayer, R. E. (2009). Multimedia learning. NY: Cambridge University Press.
27. Mayer, R. E. & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715‒726.
28. McTigue, E. M. (2009). Does multimedia learning theory extend to middle-school students? Contemporary Educational Psychology 34(1), 143–153.
29. McTigue, E. M., & Flowers, A. C. (2011). Science visual literacy: Learners’ perceptions and knowledge of diagrams. The Reading Teacher, 64(8), 578–589.
30. Melbo, I. R., & Waterman, I. R. (1936). Pictures in geography textbooks. The Elementary School Journal, 36(5), 362–376.
31. Metallinos, N., Muffoletto, R., Petterson, R., Shaw, J., & Takakuwa, Y. (1990). The use of verbo-visual information in textbooks – a cross-cultural experience. London: University of London.
32. Michaelidou, E. C., Nakos, B. P. & Filippakopoulou, V. P. (2004). The ability of elementary school children to analyse general reference and thematic maps. Cartographica, 39(4), 65‒88.
33. Mikk, J. (2000). Textbook: research and writing. Frankfurt: Peter Lang.
34. Nielsen, J. (1994). Usability engineering. San Diego: Morgan Kaufmann.
35. Okeeffe, L. (2013). A framework for textbook analysis. International Review of Contemporary Learning Research, 2(1), 1‒13.
36. Ozcelik, E., Karakus, T., Kursun, E. & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education, 53(2), 445–453.
37. Paivio, A. (2014). Mind and its evolution: A dual coding theoretical approach. New York: Psychology Press.
38. Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction, 3(1), 227–238.
39. Pešková, K. (2012). Vizuální prostředky pro výuku reálií: výsledky analýzy učebnic němčiny. Pedagogická orientace, 22(2), 243–265.
40. Peterson, M. O. (2016). Schemes for integrating text and image in the science textbook: Effects on comprehension and situational interest. International Journal of Environmental & Science Education, 11(6), 1365–1385.
41. Rose, G. (2008). Using photographs as illustrations in human geography. Journal of Geography in Higher Education, 32(1), 151–160.
42. Spousta, V. (2007). Vizualizace: gnostický a komunikační prostředek edukologických fenoménů. Brno: Masarykova Univerzita.
43. Slough, S. W., McTigue, E. M., Kim, S. & Jennings, S. K. (2010). Science textbooks use of graphical representation. Reading Psychology, 31(3), 301–325.
44. Sternberg, R. J. (2012). Cognitive psychology. Belmont: Wadsworth Cengage Learning.
45. Tang, G. M. (1994). Textbook illustrations: A cross-cultural study and its implications for teachers of language minority students. The Journal of Educational Issues of Language Minority Students, 13(2), 175–194.
46. Trahorsch, P., Bláha, J. D., Janko, T. (2018). Analýza výzkumů vizuálií v učebnicích na příkladu učebnic s geografickým obsahem. Pedagogická orientace, 28(1), 111–134.
47. Verdi, E. P. & Kulhavy, R. W. (2002). Learning with maps and texts: An overview. Educational Psychology Review, 14(1), 27–46.
48. Veriki, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review, 14(3), 261–312.
49. Wahla, A. (1983). Strukturní složky učebnic geografie. Praha: SPN.
50. Ysar, O., & Seremet, M. (2007). A Comparative analysis regarding pictures included in secondary school geography textbooks taught in Turkey. International Research in Geographical and Environmental Education, 16(2), 157–187.
51. Zhang, H. & Foskett, N. (2003). Changes in the subject matter of geography textbooks: 1907-1993. International Research in Geographical and Environmental Education, 12(4), 312–329.
52. Borecký, D., Novák, S. & Chalupa, P. (2013). Zeměpis. Brno: Nová škola.
53. Chalupa, P. (2010). Naše vlast: místo, kde žijeme. Všeň: Alter.
54. Chalupa, P., Horník, S. & Demek, J. (2015). Zeměpis 9. Praha: SPN.
55. Čechurová, M., Ježková, A. & Borecký, D. (2016). Vlastivěda 4. Praha: SPN.
56. Hroudová, S. & Cimala, J. (2013). Vlastivěda 4. Brno: Nová škola – Duha.
57. Hublová, P. (2009). Člověk a jeho svět: pro 4. ročník základní školy. Brno: Didaktis.
58. Kastner, J., Holeček, M. & Krajíček, L. (2016). Zeměpis naší vlasti. Praha: Nakladatelství ČGS.
59. Mandelová, H. (2007). Moje vlast: o naší zemi, jejích obyvatelích a minulosti. Liberec: Dialog.
60. Marada, M., Havlíček, T., Matějček, T., Hanus, M. & Chromý, P. (2016). Zeměpis 8. Plzeň: Fraus.
61. Matušková, A. (2010). Místo, kde žijeme. Praha: Nakladatelství ČGS.
62. Matušková, A. & Šmolíková, B. (2010). Místo, kde žijeme: vlastivěda pro 1. stupeň základní školy. Praha: Septima.
63. Smolová, I. & Szczyba, Z. (2008). Místo, kde žijeme: pro 4. a 5. ročník základní školy. Olomouc: Prodos.
64. Štiková V. & Tabarková, J. (2016). Vlastivěda 4: poznáváme naši vlast. Brno: Nová škola.
65. Viceníková, M., Sakařová, L. & Kamrla, J. (2016). Hravá vlastivěda 4. Praha: Taktik International.
66. Voženílek, V. & Szczyrba, Z. (2015). Zeměpis 4: Česká republika. Olomouc: Prodos.