Srovnávací analýza typu nonverbálních prvku v soucasných ceských a nemeckých ucebnicích skolní geografie.

Autor/in	Janko, Tomás
Titel	Srovnávací analýza typu nonverbálních prvku v soucasných ceských a nemeckých ucebnicích skolní geografie.
Quelle	In: Pedagogická orientace, 25 (2015) 2, S. 225-248 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 246-248
Sprache	tschechisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1805-9511
DOI	10.5817/PedOr2015-2-225
Schlagwörter	Schulbuch; Geografieunterricht; Bildliche Darstellung; Deutschland; Tschechische Republik
Abstract	The aim of the study is to compare the types of visuals (as means for didactical transformation of educational content) in Czech and German geography school textbooks and to interpret the results with regard to educational goals of school geography. First, the contemporary progress of geography school textbooks is contemplated which is implied by the arising complexity of geographical knowledge. Then the role played by textbook visuals in this context is described. The theory of textbooks and the concept of representation are used for explanation. Educational goals of school geography are also considered and subsequently used as context for interpretation of the results. Regarding the methodology, the study was realized as content analysis of 2 Czech and 2 German geography school textbooks (ISCED 2) in which 1140 visuals were analysed. The results showed that pictorial types of visuals (photo, realistic drawings) still predominate in current Czech school textbooks. In German school textbooks, however, the distribution of the types of visuals is better balanced. It could be therefore concluded that in Czech geography school textbooks the types of visuals which may encourage pupil's emotional reactions towards educational content predominate, but these facilitate cognitive elaboration of content only to a limited extent. They may thus serve as didactical means for educational goals in affective domain, rather than in cognitive or psychomotoric domain.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2022/1