Pupils' Criteria for Textbook Evaluation: A Pupils Perspective on Verbal Representation of Geographical Concepts in Geography textbooks
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| Year of publication | 2007 |
| Type | Conference abstract |
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| Citation | |
| Description | The paper acquaints with results of the research focused on 14/15 years old pupils criteria for the textual didactical transformation of geographical concepts in Czech geography textbooks. Initially the author defines the category of didactical transformation which is for this research comprehended as a process of simplifying and reducing of scientific knowledge and its appropriate intermediation to the pupils through the textbooks explanatory text. The research was based on pupils assessment of textual didactical transformation of 26 selected human geographical concepts mentioned in the 12 examined Czech textbooks from 8 different publishing houses. These 26 concepts had been found in the preview authors research as problematic understandable for the pupils. The research proceeded on the sample of 52 pupils in the age of 14/15 in two parallel classrooms at one lower secondary school in the town of Brno. The main research method was a working sheet based on all samples of textual didactical transformation of the 26 examined concepts in all researched textbooks. Afterwards the pupils should decide which textual didactical transformation sample they prefered and which sample they mostly disliked. The pupils needed to mention all reasons for their statements: which criteria widely influenced their decision. The result of the research is the finding that most of the 52 asked pupils give preference to that textual didactical transformation which is from their point of view brief, clear, apt and supplemented with varied examples. Strictly negative attitude have the asked pupils to that concepts textual didactical transformations which were extremely long, although the text was appropriate to pupils cognitive development. |
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