Jak Si Žáci Základních Škol Představují Pouště?

Trahorsch, Petr; Trhlíková, Dominika

doi:10.14712/25337556.2021.4.4

Cited by 2 publications

(6 citation statements)

References 19 publications

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“…This may lead to stereotyping in the curriculum (often stereotyping through examples), based on excessive generalisation. This also leads to the occurrence of misconceptions, i.e., inaccurate perceptions of the living environments of certain types of plants and animals (see also Francek, 2013;Dove, 1999;Dove, 2016;Strommen, 1995;Rey-Goyeneche & Alexander, 2021;Trahorsch & Trhlíková, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The results show that the structures of the chapters in Czech geography textbooks have the potential to negatively influence children's conceptions because the textbooks' authors practically omit any application of modern psychodidactic knowledge (for example, the topic of cognitive conflict or constructivism-Vosniadou, 2013) from these structures. Specifically, we are of the opinion that the authors of the chapters do not make use of students' prior knowledge of and experiences with deserts, which display identical characteristics, according to specialised studies (for example Dove, 1999;Schubert, 2014;Schubert & Wrenger, 2016;Trahorsch & Trhlíková, 2021). The textbooks' authors are therefore unable to generate cognitive conflict in students, which is highly effective for changing children's conceptions (Reinfried et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…They see wind as the main geomorphological factor, as it shifts sand and contributes to the creation of deserts, along with ocean activity (Schubert & Wrenger, 2016). Camels and cactuses are seen as the typical biota of deserts, although students are unable to place them in the correct region (Trahorsch & Trhlíková, 2021). Desertification as a key problem associated with deserts is linked to natural and anthropogenic factors; pupils overestimate natural factors over anthropogenic ones (Schubert, 2015).…”

Section: Current State Of Knowledge With a Focus On Misconceptions Ab...mentioning

confidence: 99%

“…Textbook design (the arrangement of text, visuals, and other elements of textbook content) appears to be a crucial factor for effective learning. Trahorsch and Trhlíková (2021) analysed the content of geography textbooks with a focus on biomes, monitoring which topics were presented by textbook authors and which were not. According to this analysis, the authors of geography textbooks primarily focus on physical and geographical phenomena, while socio-geographical phenomena are presented sporadically.…”

Section: Current State Of Knowledge With a Focus On Misconceptions Ab...mentioning

confidence: 99%

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Conceptual mapping of geography textbook content on the example of the desert biome

Trahorsch¹,

Bláha²,

Ryčlová³

2022

EJG

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The aim of this study is to identify the key terms used by textbook authors when presenting desert biomes and, subsequently, to visualise the relationships between them using a conceptual map. To achieve this objective, we assessed geography textbooks using conceptual maps, which can be used to conceptualise this topic. The method used is innovative in textbook research and can be used to present results in a visual form with added value. A total of eleven university students created conceptual maps for each of the five analysed textbooks, and this was followed by a synthesis and comparison of the created maps. The effectiveness and clarity of the analysed content is one of the advantages of this visual form of analysis. The data were analysed qualitatively and quantitatively. The results show that the presentation of desert biomes in the textbooks we analysed is somewhat superficial, as the authors do not strive to interconnect concepts from different areas, and their conceptual maps lack higher hierarchy levels. Therefore, textbook authors should opt for a different conceptual approach to explanatory texts instead of the traditional coverage of the individual components of geographical environments.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Current State Of Knowledge With a Focus On Misconceptions Ab...mentioning

confidence: 99%

Section: Current State Of Knowledge With a Focus On Misconceptions Ab...mentioning

confidence: 99%

See 2 more Smart Citations

Conceptual mapping of geography textbook content on the example of the desert biome

Trahorsch¹,

Bláha²,

Ryčlová³

2022

EJG

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

The Presence of Sustainability in Hungarian Geography Textbooks

Varjas¹

2022

EJG

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The Lucerne Declaration on Geographical Education for Sustainable Development recommends including the subjects of Education for Sustainable Development and sustainability in Geography teaching all over the world. One possible way to examine the practical implementation of education for sustainability is through textbook analysis. The present study investigates how Hungarian textbooks published after 2015 perform in terms of ESD. In order to do that, it conducts content analysis the help of the MAXQDA 2020 programme, looking for the presence of Sustainable Development Goals and competencies related to sustainability in the analysed educational media. The results show that Geography in Hungary has an ecological approach to teaching about sustainable development. Sustainability issues relevant to society are less emphasized. Textbooks written in a modern, problem-centric spirit pay a lot of attention to competence development. However, ESD only appears in the studied textbooks sporadically; there is no evident competence development concept present in them in a planned, structured format.

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Jak Si Žáci Základních Škol Představují Pouště?

Cited by 2 publications

References 19 publications

Conceptual mapping of geography textbook content on the example of the desert biome

Conceptual mapping of geography textbook content on the example of the desert biome

The Presence of Sustainability in Hungarian Geography Textbooks

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