BibTex RIS Kaynak Göster

Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities

Yıl 2013, Cilt: 3 Sayı: 1, 93 - 110, 01.02.2013

Tomáš Janko Petr Knecht

Öz

The article focuses on the issue of visuals in geography textbooks and their assessment. The issue is explained from the perspective of educational and cognitive psychological theory and the theory of textbooks. The general purpose of the presented research is to develop a research instrument for categorising the types of visuals in geography textbooks and for assessing their instructional qualities – their ness, text relatedness and caption aptness. The investigation was conducted as a content analysis of 963 visuals in five Czech lower secondary human geography textbooks. The research findings showed that in the analyzed textbooks realistic visuals predominate, photographs in particular. Evaluation of relation between the visuals and expository text proved a more or less equal representation of text related visuals and text elaborating visuals. As far as the caption aptness of visuals in geography textbooks is concerned, the most commonly represented ones are identifying captions and extensional captions. The research documented that recommendations of educational and psychological research are not sufficiently reflected in the analysed textbooks which provides opportunities for applied research into this area as well as for textbook production.

Anahtar Kelimeler

content analysis geography images instructional quality pictures representations

Kaynakça

  • Anglin, G. J., Towers, R. L., & Levie, W. H. (1996). Visual message design and learning: The role of static and dynamic illustrations. In D. H. Jonassen (Ed.), Handbook of research on education communications and technology (pp. 755–794). New York, Washington, D. C.: Macmillan; The Association for Educational Communication and Technology.
  • Ball, M. S., & Smith, G. W. H. (1992). Analyzing visual data. Newbury Park, London, New Delhi: SAGE.
  • Ballstaedt, S. P. (1997). Wissensvermittlung. Die Gestaltung von Lernmaterial. Weinheim: Psychologie Verlags Union.
  • Bamberger, R. (1992). Methoden und Ergebnisse der Schulbuchforschung. In R. Olechowski (Ed.), Schulbuchforschung (pp. 46–94). Frankfurt am Main: Peter Lang.
  • Bolling, E., Eccarius, M., Smith, K., & Frick, T. (2004). Instructional illustrations: Intended meanings and learner interpretations. Journal of Visual Literacy, 24(2), 185–204.
  • Chalupa, P., Demek, J., & Rux, J. (2003). Zeměpis pro 8. a 9. ročník základní školy. Praha: SPN.
  • Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073–1091.
  • Coulter, R. G., Coulter, M. L., & Glover, J. A. (1984). Details and picture recall. Bulletin of the Psychonomic Society, 22, 327–329.
  • Dikovitskaya, M. (2005). Visual culture: The study of the visual after the cultural turn. Cambridge: MIT Press.
  • Einsiedler, W., & Martschinke, S. (1997). Elaboriertheit und Strukturiertheit in Schulbuchillustrationen des Grundschulsachunterrichts, Nr. 86. Nürnberg: Institut für Grundschullforschung des Universität Erlangen.
  • Elia, I., Gagatsis, A., & Demetriou, A. (2007). The effects of different modes of representation on the solution of one-step additive problems. Learning and Instruction, 17(6), 658– 6
  • Evans, M. A, Watson, C., & Willows, D. M. (1987). A naturalistic inquiry into illustration in instructional textbooks. In H. A. Houghton & D. M. Willows (Eds.), The psychology of illustration. Vol. 2. Instructional issues (pp. 87–111). New York, Berlin, Heidelberg: Springer Verlag.
  • Gläser-Zikuda, M. (2008). Qualitative Inhaltsanalyse in der Lernstrategieund Lernemotionsforschung. In P. Mayring & M. Gläser-Zikuda (Eds.), Die Praxis der Qualitativen Inhaltsanalyse (pp. 63–83). Weinheim: Beltz.
  • Graves, N., & Murphy, B. (2000). Research into geography textbooks. In A. Kent (Ed.), Reflective practice in geography teaching (pp. 228–237). London: Sage.
  • Gwet, K. H. (2008). Intrarater reliability. Wiley encyclopedia of clinical trials. Available at http://www.agreestat.com/research_papers/wiley_encyclopedia2008_eoct631.pdf
  • Janko, T. (2013). Nonverbální prvky v učebnicích zeměpisu jako nástroj didaktické transformace. Brno: Masarykova univerzita.
  • Kleppe, M. (2010). Photographs in dutch history textbooks: Quantity, type and educational use. In C. Heinze & E. Matthes (Hrsg.). Dad Bild im Schulbuch (pp. 261–272). Bad Heilbrunn: Klinkhardt.
  • Knecht, P. (2008). Pojmy v učebnicích zeměpisu a jejich přiměřenost věku žáků. Pedagogická orientace, 18(2), 22–36.
  • Knecht, P., & Najvarová, V. (2010). How do students rate textbooks? A review of research and ongoing challenges for textbook research and textbook production. Journal of Educational Media, Memory, and Society, 2(1), 1–16.
  • Kress, G., & van Leeuwen, T. (1990). Reading images. Victoria: Deakin University Press.
  • LaSpina, J. A. (1998). The visual turn and the transformation of the textbook. New York, London: Routledge.
  • Levie, W. H. (1984). Research and theory on pictures and imaginal processes: A taxonomy and selected bibliography. Journal of Visual/Verbal Languaging, 4(2), 7–41.
  • Levie, W. H. (1987). Research on pictures: A guide to the literature. In D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration. Vol. 1. Basic research (pp. 1–27). New York, Berlin, Heidelberg: Springer Verlag.
  • Levin, J. R. (1981). On functions of pictures in prose. In F. J. Pirozzolo & M. C. Whittrock (Eds.), Neuropsychological processes in reading (pp. 203–228). New York: Academic Press.
  • Levin, J. R. (1983). Pictorial strategies for school learning: Practical illustrations. In M. Preslley & J. R. Levin (Eds.), Cognitive strategy research. Educational applications (pp. 213– 237). New York, Berlin, Heidelberg, Tokyo: North-Holland.
  • Levin, J. R., & Mayer, R. E. (1993). Understanding illustrations in text. In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks. Theory and practice (pp. 95–113). Hillsdale, New Jersey, Hove, London: Lawrence Erlbaum Associates Publisher.
  • Levin, J. R., Anglin, G. R., & Carney, R. N. (1987). On empirical validating functions of picture in prose. In D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration. Vol. Basic research (pp. 51–85). New York: Springer Verlag.
  • Lieber, G. (2012). „Ich mag es, wenn ich noch selbst überlegen kann.“ – Schulbuchillustration, Leerstellen und kindliches Bildinteresse. In J. Doll, K. Frank, D. Fickermann, & K. Schwippert (Eds.), Schulbücher im Fokus. Nutzungen, Wirkungen und Evaluation. Münster: Waxmann.
  • Marada, M., Kühnlová, H., & Fialová, D. et al. (2008). Zeměpis 9. Plzeň: Fraus.
  • Martschinke, S. (1997). Der Aufbau mentaler Modelle durch bildliche Darstellungen. Eine experimentelle Studie über die Bedeutung der Merkmalsdimensionen Elaboriertheit und Strukturiertheit im Sachunterricht der Grundschule. (Dissertation thesis). ErlangenNürnberg: Friedrich-Alexander Universität.
  • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19.
  • Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715–726.
  • Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a Dual coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389–401.
  • McDermott, P. D. (1969). Geographic graphics. Journal of Geography, 68(6), 333–338.
  • Mikk, J. (2000). Textbook: Research and writing. Frankfurt: Peter Lang.
  • Mirvald, S., & Štulc, M. (2001). Společenské a hospodářské složky krajiny. Praha: Fortuna.
  • Newton, J. H. (2005). Visual ethic theory. In K. Smith, S. Moriarty, G. Barbatsis, & K. Kenney (Eds.), Handbook of visual communication. Theory, methods, and media (pp. 481–502). Mahwah: Lawrence Erlbaum Associates.
  • Niehaus, I., Stoletzki, A., Fuchs, E., & Ahlrichs, J. (2011). Wissenschaftliche Recherche und Analyse zur Gestaltung, Verwendung und Wirkung von Lehrmitteln (Metaanalyse und Empfehlungen). Braunschweig: Georg Eckert Institut.
  • Paivio, A. (1971). Imagery and mental proceses. New York: Holt, Rinehart and Winston.
  • Paivio, A. (2007). Mind and its evolution. A dual coding theoretical approach. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Peeck, J. (1987). The role of illustrations in processing and remembering illustrated text. In D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration. Vol. 1. Basic research (pp. 115–145). New York, Berlin, Heidelberg: Springer Verlag.
  • Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction, 3(3), 227–238.
  • Pešková, K. (2012). Vizuální prostředky pro vıuku reálií: vısledky analızy učebnic němčiny. Pedagogická orientace, 22(2), 243–265.
  • Pettersson, R. (1990). Teachers, students and visuals. Journal of Visual Literacy, 10(2), 45–62.
  • Roth, W. M., Bowen, G. M., & McGinn, M. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of Research in Science Teaching, 36(9), 977–1019.
  • Scheller, P. (2010). Verständlichkeit im Physikschulbuch. Kriterien und Ergebnisse einer interdisziplinären Analyse. Bad Heilbrunn: Klinkhardt.
  • Schnotz, W. (2002). Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101–120.
  • Sikorova, Z. (2011). The role of textbooks in lower secondary schools in the Czech Republic. IARTEM e-Journal, 4(2), 1–22.
  • Stonjek, D. (1997). Bilder als Medien im Erdkundeunterricht. In J. Birkenhauer (Ed.), Medien: Systematik und Praxis. Didaktik der Geographie (pp. 73–92). München: Oldenbourg.
  • 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, 175–194.
  • Valenta, V., Michálek, A., Holeček, M., & Tlach, S. (2001). Současnı svět. Praha: Nakladatelství České geografické společnosti.
  • Väisänen, J. (2005). Visual texts in Finish history textbooks. In E. Bruillard, B. Aamotsbakken, S. V., Knudsen, & M. Horsley (Eds.), Caught in the web or lost in the textbook? Eighth International Conference on Learning and Educational Media (pp. 297–304). Utrecht: IARTEM.
  • Voženílek, V., Fňukal, M., Nováček, P., & Szczyrba, Z. (2003). Zeměpis 5. Hospodářství a společnost. Olomouc: Prodos.
  • Walford, R. (1995). Geographical textbooks 1930-90. The strange case of the disappearing text. Paradigm, 18. Available at http://faculty.education.illinois.edu/westbury/paradigm/Walford.html
  • Woodward, A. (1993). Do illustrations serve an instructional purpose in U. S. textbooks? In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks. Theory and practice (pp. 115–134). Hillsdale: Lawrence Erlbaum Associates Publisher.
  • Yasar, 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.
  • Biographical statement Tomas JANKO is a postdoc at the Institute for Research in School Education, Faculty of Education, Masaryk University, Brno, Czech Republic. His research focuses on geography textbooks, visuals studies, and educational psychology. Petr KNECHT is a senior researcher at the Institute for Research in School Education, Faculty of Education, Masaryk University, Brno, Czech Republic. His research focuses on curriculum and instruction, geography teaching and learning, and methodology of content analysis.

Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities

Yıl 2013, Cilt: 3 Sayı: 1, 93 - 110, 01.02.2013

Tomáš Janko Petr Knecht

Öz

Anahtar Kelimeler

-

Kaynakça

  • Anglin, G. J., Towers, R. L., & Levie, W. H. (1996). Visual message design and learning: The role of static and dynamic illustrations. In D. H. Jonassen (Ed.), Handbook of research on education communications and technology (pp. 755–794). New York, Washington, D. C.: Macmillan; The Association for Educational Communication and Technology.
  • Ball, M. S., & Smith, G. W. H. (1992). Analyzing visual data. Newbury Park, London, New Delhi: SAGE.
  • Ballstaedt, S. P. (1997). Wissensvermittlung. Die Gestaltung von Lernmaterial. Weinheim: Psychologie Verlags Union.
  • Bamberger, R. (1992). Methoden und Ergebnisse der Schulbuchforschung. In R. Olechowski (Ed.), Schulbuchforschung (pp. 46–94). Frankfurt am Main: Peter Lang.
  • Bolling, E., Eccarius, M., Smith, K., & Frick, T. (2004). Instructional illustrations: Intended meanings and learner interpretations. Journal of Visual Literacy, 24(2), 185–204.
  • Chalupa, P., Demek, J., & Rux, J. (2003). Zeměpis pro 8. a 9. ročník základní školy. Praha: SPN.
  • Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073–1091.
  • Coulter, R. G., Coulter, M. L., & Glover, J. A. (1984). Details and picture recall. Bulletin of the Psychonomic Society, 22, 327–329.
  • Dikovitskaya, M. (2005). Visual culture: The study of the visual after the cultural turn. Cambridge: MIT Press.
  • Einsiedler, W., & Martschinke, S. (1997). Elaboriertheit und Strukturiertheit in Schulbuchillustrationen des Grundschulsachunterrichts, Nr. 86. Nürnberg: Institut für Grundschullforschung des Universität Erlangen.
  • Elia, I., Gagatsis, A., & Demetriou, A. (2007). The effects of different modes of representation on the solution of one-step additive problems. Learning and Instruction, 17(6), 658– 6
  • Evans, M. A, Watson, C., & Willows, D. M. (1987). A naturalistic inquiry into illustration in instructional textbooks. In H. A. Houghton & D. M. Willows (Eds.), The psychology of illustration. Vol. 2. Instructional issues (pp. 87–111). New York, Berlin, Heidelberg: Springer Verlag.
  • Gläser-Zikuda, M. (2008). Qualitative Inhaltsanalyse in der Lernstrategieund Lernemotionsforschung. In P. Mayring & M. Gläser-Zikuda (Eds.), Die Praxis der Qualitativen Inhaltsanalyse (pp. 63–83). Weinheim: Beltz.
  • Graves, N., & Murphy, B. (2000). Research into geography textbooks. In A. Kent (Ed.), Reflective practice in geography teaching (pp. 228–237). London: Sage.
  • Gwet, K. H. (2008). Intrarater reliability. Wiley encyclopedia of clinical trials. Available at http://www.agreestat.com/research_papers/wiley_encyclopedia2008_eoct631.pdf
  • Janko, T. (2013). Nonverbální prvky v učebnicích zeměpisu jako nástroj didaktické transformace. Brno: Masarykova univerzita.
  • Kleppe, M. (2010). Photographs in dutch history textbooks: Quantity, type and educational use. In C. Heinze & E. Matthes (Hrsg.). Dad Bild im Schulbuch (pp. 261–272). Bad Heilbrunn: Klinkhardt.
  • Knecht, P. (2008). Pojmy v učebnicích zeměpisu a jejich přiměřenost věku žáků. Pedagogická orientace, 18(2), 22–36.
  • Knecht, P., & Najvarová, V. (2010). How do students rate textbooks? A review of research and ongoing challenges for textbook research and textbook production. Journal of Educational Media, Memory, and Society, 2(1), 1–16.
  • Kress, G., & van Leeuwen, T. (1990). Reading images. Victoria: Deakin University Press.
  • LaSpina, J. A. (1998). The visual turn and the transformation of the textbook. New York, London: Routledge.
  • Levie, W. H. (1984). Research and theory on pictures and imaginal processes: A taxonomy and selected bibliography. Journal of Visual/Verbal Languaging, 4(2), 7–41.
  • Levie, W. H. (1987). Research on pictures: A guide to the literature. In D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration. Vol. 1. Basic research (pp. 1–27). New York, Berlin, Heidelberg: Springer Verlag.
  • Levin, J. R. (1981). On functions of pictures in prose. In F. J. Pirozzolo & M. C. Whittrock (Eds.), Neuropsychological processes in reading (pp. 203–228). New York: Academic Press.
  • Levin, J. R. (1983). Pictorial strategies for school learning: Practical illustrations. In M. Preslley & J. R. Levin (Eds.), Cognitive strategy research. Educational applications (pp. 213– 237). New York, Berlin, Heidelberg, Tokyo: North-Holland.
  • Levin, J. R., & Mayer, R. E. (1993). Understanding illustrations in text. In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks. Theory and practice (pp. 95–113). Hillsdale, New Jersey, Hove, London: Lawrence Erlbaum Associates Publisher.
  • Levin, J. R., Anglin, G. R., & Carney, R. N. (1987). On empirical validating functions of picture in prose. In D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration. Vol. Basic research (pp. 51–85). New York: Springer Verlag.
  • Lieber, G. (2012). „Ich mag es, wenn ich noch selbst überlegen kann.“ – Schulbuchillustration, Leerstellen und kindliches Bildinteresse. In J. Doll, K. Frank, D. Fickermann, & K. Schwippert (Eds.), Schulbücher im Fokus. Nutzungen, Wirkungen und Evaluation. Münster: Waxmann.
  • Marada, M., Kühnlová, H., & Fialová, D. et al. (2008). Zeměpis 9. Plzeň: Fraus.
  • Martschinke, S. (1997). Der Aufbau mentaler Modelle durch bildliche Darstellungen. Eine experimentelle Studie über die Bedeutung der Merkmalsdimensionen Elaboriertheit und Strukturiertheit im Sachunterricht der Grundschule. (Dissertation thesis). ErlangenNürnberg: Friedrich-Alexander Universität.
  • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19.
  • Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715–726.
  • Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a Dual coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389–401.
  • McDermott, P. D. (1969). Geographic graphics. Journal of Geography, 68(6), 333–338.
  • Mikk, J. (2000). Textbook: Research and writing. Frankfurt: Peter Lang.
  • Mirvald, S., & Štulc, M. (2001). Společenské a hospodářské složky krajiny. Praha: Fortuna.
  • Newton, J. H. (2005). Visual ethic theory. In K. Smith, S. Moriarty, G. Barbatsis, & K. Kenney (Eds.), Handbook of visual communication. Theory, methods, and media (pp. 481–502). Mahwah: Lawrence Erlbaum Associates.
  • Niehaus, I., Stoletzki, A., Fuchs, E., & Ahlrichs, J. (2011). Wissenschaftliche Recherche und Analyse zur Gestaltung, Verwendung und Wirkung von Lehrmitteln (Metaanalyse und Empfehlungen). Braunschweig: Georg Eckert Institut.
  • Paivio, A. (1971). Imagery and mental proceses. New York: Holt, Rinehart and Winston.
  • Paivio, A. (2007). Mind and its evolution. A dual coding theoretical approach. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Peeck, J. (1987). The role of illustrations in processing and remembering illustrated text. In D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration. Vol. 1. Basic research (pp. 115–145). New York, Berlin, Heidelberg: Springer Verlag.
  • Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction, 3(3), 227–238.
  • Pešková, K. (2012). Vizuální prostředky pro vıuku reálií: vısledky analızy učebnic němčiny. Pedagogická orientace, 22(2), 243–265.
  • Pettersson, R. (1990). Teachers, students and visuals. Journal of Visual Literacy, 10(2), 45–62.
  • Roth, W. M., Bowen, G. M., & McGinn, M. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of Research in Science Teaching, 36(9), 977–1019.
  • Scheller, P. (2010). Verständlichkeit im Physikschulbuch. Kriterien und Ergebnisse einer interdisziplinären Analyse. Bad Heilbrunn: Klinkhardt.
  • Schnotz, W. (2002). Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101–120.
  • Sikorova, Z. (2011). The role of textbooks in lower secondary schools in the Czech Republic. IARTEM e-Journal, 4(2), 1–22.
  • Stonjek, D. (1997). Bilder als Medien im Erdkundeunterricht. In J. Birkenhauer (Ed.), Medien: Systematik und Praxis. Didaktik der Geographie (pp. 73–92). München: Oldenbourg.
  • 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, 175–194.
  • Valenta, V., Michálek, A., Holeček, M., & Tlach, S. (2001). Současnı svět. Praha: Nakladatelství České geografické společnosti.
  • Väisänen, J. (2005). Visual texts in Finish history textbooks. In E. Bruillard, B. Aamotsbakken, S. V., Knudsen, & M. Horsley (Eds.), Caught in the web or lost in the textbook? Eighth International Conference on Learning and Educational Media (pp. 297–304). Utrecht: IARTEM.
  • Voženílek, V., Fňukal, M., Nováček, P., & Szczyrba, Z. (2003). Zeměpis 5. Hospodářství a společnost. Olomouc: Prodos.
  • Walford, R. (1995). Geographical textbooks 1930-90. The strange case of the disappearing text. Paradigm, 18. Available at http://faculty.education.illinois.edu/westbury/paradigm/Walford.html
  • Woodward, A. (1993). Do illustrations serve an instructional purpose in U. S. textbooks? In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks. Theory and practice (pp. 115–134). Hillsdale: Lawrence Erlbaum Associates Publisher.
  • Yasar, 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.
  • Biographical statement Tomas JANKO is a postdoc at the Institute for Research in School Education, Faculty of Education, Masaryk University, Brno, Czech Republic. His research focuses on geography textbooks, visuals studies, and educational psychology. Petr KNECHT is a senior researcher at the Institute for Research in School Education, Faculty of Education, Masaryk University, Brno, Czech Republic. His research focuses on curriculum and instruction, geography teaching and learning, and methodology of content analysis.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Tomáš Janko Bu kişi benim

Petr Knecht Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2013
Gönderilme Tarihi 5 Temmuz 2014
Yayımlandığı Sayı Yıl 2013 Cilt: 3 Sayı: 1

Kaynak Göster

APA 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.
AMA Janko T, Knecht P. Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities. Review of International Geographical Education Online. Şubat 2013;3(1):93-110.
Chicago Janko, Tomáš, ve Petr Knecht. “Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities”. Review of International Geographical Education Online 3, sy. 1 (Şubat 2013): 93-110.
EndNote Janko T, Knecht P (01 Şubat 2013) Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities. Review of International Geographical Education Online 3 1 93–110.
IEEE T. Janko ve P. Knecht, “Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities”, Review of International Geographical Education Online, c. 3, sy. 1, ss. 93–110, 2013.
ISNAD Janko, Tomáš - Knecht, Petr. “Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities”. Review of International Geographical Education Online 3/1 (Şubat 2013), 93-110.
JAMA Janko T, Knecht P. Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities. Review of International Geographical Education Online. 2013;3:93–110.
MLA Janko, Tomáš ve Petr Knecht. “Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities”. Review of International Geographical Education Online, c. 3, sy. 1, 2013, ss. 93-110.
Vancouver Janko T, Knecht P. Visuals in Geography Textbooks: Categorization of Types and Assessment of Their Instructional Qualities. Review of International Geographical Education Online. 2013;3(1):93-110.