Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

Nurcan Keles

Makale detayları

Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

Yazarlar:

Nurcan Keles

Yayıncı:

Kastamonu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.651-658

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001299514

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: This study was carried out to examine and compare the visual representations used in the biology units in 7th and 8th-grade middle school science textbooks with various criteria. DesignMethodologyApproach: A document review model from qualitative data analysis was used for this research. The content and descriptive analysis techniques were used in the analysis of the textbooks. The code list used in this study consisted of five main categories, which were type of visual representation, surface feature of visual representations, captions of visual representation, the relation of visual representation with text, and function of visual representation. Findings: As a result, visuals were used in different varieties and proportions according to the examined categories in both textbooks. The most common type of use was picture, followed by diagram. The examined rates of other subcategories of the categories were displayed in separate tables, as they showed differences at each grade level of the biology units. Highlights: When the findings were examined, it was found that the designs of the visuals in both textbooks and their relationships with the text were not sufficient to comprehend the biology subjects. For this reason, the biology content in these textbooks should be designed by taking into account the students cognitive learning system, readability, and meaningful learning.

 Purpose: This study was carried out to examine and compare the visual representations used in the biology units in 7th and 8th-grade middle school science textbooks with various criteria. DesignMethodologyApproach: A document review model from qualitative data analysis was used for this research. The content and descriptive analysis techniques were used in the analysis of the textbooks. The code list used in this study consisted of five main categories, which were type of visual representation, surface feature of visual representations, captions of visual representation, the relation of visual representation with text, and function of visual representation. Findings: As a result, visuals were used in different varieties and proportions according to the examined categories in both textbooks. The most common type of use was picture, followed by diagram. The examined rates of other subcategories of the categories were displayed in separate tables, as they showed differences at each grade level of the biology units. Highlights: When the findings were examined, it was found that the designs of the visuals in both textbooks and their relationships with the text were not sufficient to comprehend the biology subjects. For this reason, the biology content in these textbooks should be designed by taking into account the students cognitive learning system, readability, and meaningful learning.

 Purpose: This study was carried out to examine and compare the visual representations used in the biology units in 7th and 8th-grade middle school science textbooks with various criteria. DesignMethodologyApproach: A document review model from qualitative data analysis was used for this research. The content and descriptive analysis techniques were used in the analysis of the textbooks. The code list used in this study consisted of five main categories, which were type of visual representation, surface feature of visual representations, captions of visual representation, the relation of visual representation with text, and function of visual representation. Findings: As a result, visuals were used in different varieties and proportions according to the examined categories in both textbooks. The most common type of use was picture, followed by diagram. The examined rates of other subcategories of the categories were displayed in separate tables, as they showed differences at each grade level of the biology units. Highlights: When the findings were examined, it was found that the designs of the visuals in both textbooks and their relationships with the text were not sufficient to comprehend the biology subjects. For this reason, the biology content in these textbooks should be designed by taking into account the students cognitive learning system, readability, and meaningful learning.

 Purpose: This study was carried out to examine and compare the visual representations used in the biology units in 7th and 8th-grade middle school science textbooks with various criteria. DesignMethodologyApproach: A document review model from qualitative data analysis was used for this research. The content and descriptive analysis techniques were used in the analysis of the textbooks. The code list used in this study consisted of five main categories, which were type of visual representation, surface feature of visual representations, captions of visual representation, the relation of visual representation with text, and function of visual representation. Findings: As a result, visuals were used in different varieties and proportions according to the examined categories in both textbooks. The most common type of use was picture, followed by diagram. The examined rates of other subcategories of the categories were displayed in separate tables, as they showed differences at each grade level of the biology units. Highlights: When the findings were examined, it was found that the designs of the visuals in both textbooks and their relationships with the text were not sufficient to comprehend the biology subjects. For this reason, the biology content in these textbooks should be designed by taking into account the students cognitive learning system, readability, and meaningful learning.

Makale detayları

Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

Yazarlar:

Nurcan Keles

Yayıncı:

Kastamonu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.651-658

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001299514

pISSN:

2147-9844

Visual Representations

Science Textbooks

Cognitive Load Theory

Sayı

Makale detayları

Comparison of Visual Representations used in the Biology Units of 7th and 8th Grade Middle School Science Textbooks

Yazarlar: Nurcan Keles

Yayıncı: Kastamonu University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.651-658

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001299514

pISSN: 2147-9844

Visual Representations

Science Textbooks

Cognitive Load Theory

Sayı

Yazarlar:

Nurcan Keles

Yayıncı:

Kastamonu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.651-658

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001299514

pISSN:

2147-9844