The Investigation of the Use of Multi Modal Representations in the 8th Grade Science Textbooks

Mehmet Demirbağ

Makale detayları

The Investigation of the Use of Multi Modal Representations in the 8th Grade Science Textbooks

Yazarlar:

Mehmet Demirbağ

Yayıncı:

Gazi University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2266-2289

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331299

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This research was conducted to determine the number of modal representations used in the 8th grade science textbook suitable for the new curriculum, to examine the distribution of these modes according to units, their relationship with the content within the unit, their descriptive characteristics, their connections with other modes, and whether they cause learning difficulties. The main data collection source in this study is the 8th grade science textbook, which is deemed appropriate to be taught in secondary schools throughout Türkiye by the Ministry of National Education in the 2020-2021 academic year. In the data analysis process, first of all, the studies on modal representations were examined, and the modal representations such as pictures, photographs, tables, graphs, diagrams, charts and mathematical expressions used in the textbooks were divided into categories, their definitions were made, and the modal representations to be used in document analysis were selected. As a result, it was determined that the number of modes used in the 8th grade science textbook and the distribution of their types differed according to units. In addition, it was determined that the textbook contained modes that were partially related or unrelated to the text and that the links and expressions used in the text content to direct students to the modes were insufficient. In the science textbooks examined in the study, ambiguities were identified due to design errors, deficiencies and unclear parts, and it was stated that these may cause learning difficulties for students.

 This research was conducted to determine the number of modal representations used in the 8th grade science textbook suitable for the new curriculum, to examine the distribution of these modes according to units, their relationship with the content within the unit, their descriptive characteristics, their connections with other modes, and whether they cause learning difficulties. The main data collection source in this study is the 8th grade science textbook, which is deemed appropriate to be taught in secondary schools throughout Türkiye by the Ministry of National Education in the 2020-2021 academic year. In the data analysis process, first of all, the studies on modal representations were examined, and the modal representations such as pictures, photographs, tables, graphs, diagrams, charts and mathematical expressions used in the textbooks were divided into categories, their definitions were made, and the modal representations to be used in document analysis were selected. As a result, it was determined that the number of modes used in the 8th grade science textbook and the distribution of their types differed according to units. In addition, it was determined that the textbook contained modes that were partially related or unrelated to the text and that the links and expressions used in the text content to direct students to the modes were insufficient. In the science textbooks examined in the study, ambiguities were identified due to design errors, deficiencies and unclear parts, and it was stated that these may cause learning difficulties for students.

 This research was conducted to determine the number of modal representations used in the 8th grade science textbook suitable for the new curriculum, to examine the distribution of these modes according to units, their relationship with the content within the unit, their descriptive characteristics, their connections with other modes, and whether they cause learning difficulties. The main data collection source in this study is the 8th grade science textbook, which is deemed appropriate to be taught in secondary schools throughout Türkiye by the Ministry of National Education in the 2020-2021 academic year. In the data analysis process, first of all, the studies on modal representations were examined, and the modal representations such as pictures, photographs, tables, graphs, diagrams, charts and mathematical expressions used in the textbooks were divided into categories, their definitions were made, and the modal representations to be used in document analysis were selected. As a result, it was determined that the number of modes used in the 8th grade science textbook and the distribution of their types differed according to units. In addition, it was determined that the textbook contained modes that were partially related or unrelated to the text and that the links and expressions used in the text content to direct students to the modes were insufficient. In the science textbooks examined in the study, ambiguities were identified due to design errors, deficiencies and unclear parts, and it was stated that these may cause learning difficulties for students.

 Bu araştırma, Millî Eğitim Bakanlığının kullandığı 8. sınıf fen bilimleri ders kitabında kullanılan modsal betimlemelerin sayısını tespit etmek, bu modların ünitelere göre dağılımını, ünite kapsamındaki içerik ile ilişkisini, betimsel özelliklerini, diğer modlarla arasındaki bağlantıları ve öğrenme güçlüğüne sebep olup olmadığını incelemek amacıyla yapılmıştır. Bu çalışmadaki temel veri toplama kaynağı 2020-2021 eğitim-öğretim yılında Millî Eğitim Bakanlığı tarafından Türkiye geneli ortaokullarda okutulması uygun görülen 8. sınıf fen bilimleri ders kitabıdır. Veri analiz sürecinde öncelikle modsal betimlemeler ile ilgili yapılan çalışmalar incelenerek ders kitaplarında kullanılan resim, fotoğraf, tablo, grafik, diyagram, şema ve matematiksel ifadeler gibi modsal betimlemeler kategorilere ayrılmış, tanımları yapılmış ve doküman analizinde kullanılacak olan modsal betimlemeler seçilmiştir. Sonuç olarak 8. sınıf fen bilimleri ders kitabında kullanılan modların sayısında ve türlerinin dağılımında ünitelere göre farklılık gösterdiği tespit edilmiştir. Ayrıca ders kitabında metin ile kısmen ilişkili ya da ilişkisiz olan modların bulunduğu, metin içeriğinde öğrencileri modlara yönlendirmek amacıyla kullanılan bağlantı ve ifadelerin yetersiz olduğu tespit edilmiştir. Çalışmada incelenen fen bilimleri ders kitaplarındaki modlarda tasarım hatası, eksiklik ve açık-anlaşılır olmayan kısımlardan dolayı belirsizlikler belirlenmiş ve bunların da öğrencilerde öğrenme güçlüğü oluşturabileceği ifade edilmiştir.

Makale detayları

The Investigation of the Use of Multi Modal Representations in the 8th Grade Science Textbooks

Yazarlar:

Mehmet Demirbağ

Yayıncı:

Gazi University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2266-2289

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331299

pISSN:

2459-1912

Mod

Modal representations

Science education

Science textbookMod

Modsal betimleme

Fen eğitimi

Fen bilimleri ders kitabı

Sayı

Makale detayları

Yazarlar: Mehmet Demirbağ

Yayıncı: Gazi University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2266-2289

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001331299

pISSN: 2459-1912

Sayı

Yazarlar:

Mehmet Demirbağ

Yayıncı:

Gazi University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.22 Issue 3, pp.2266-2289

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331299

pISSN:

2459-1912