Revisiting curriculum inquiry: the role of visual representations

Eilam, Billie; Ben-Peretz, Miriam

doi:10.1080/00220272.2010.497192

Cited by 16 publications

(8 citation statements)

References 66 publications

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“…Such a perspective reveals the importance of visual elements and its frequently overlooked function in curriculum deliberations, during the development of coherent multi-representational materials and their implementation. The authors concluded that visual elements' versatility speaks simultaneously to all of Schwab's (1973) commonplaces, thus possibly serving as a unifying factor during curriculum deliberation processes (Eilam and Ben-Peretz 2010). However, our search for the relevant literature did not yield studies examining teachers' responses to visual elements in the curriculum from a curricular perspective; namely, their realization of the curriculum potential as related to the intentions regarding these elements, their adaptation of curricula rich with visual elements (currently highly abundant) or their awareness of the hidden curriculum such elements may carry.…”

Section: Potential Functions Of Text-image Juxtapositionsmentioning

confidence: 97%

“…A curricular perspective was employed in a recent study (Eilam and Ben-Peretz 2010) to examine the effect of visual elements on curriculum frameworks. Such a perspective reveals the importance of visual elements and its frequently overlooked function in curriculum deliberations, during the development of coherent multi-representational materials and their implementation.…”

Section: Potential Functions Of Text-image Juxtapositionsmentioning

confidence: 99%

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Teachers’ interpretations of texts-image juxtapositions in textbooks: From the concrete to the abstract

Eilam¹,

Poyas²

2012

Journal of Curriculum Studies

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The paper examined expert literature teachers' coping with a novel textbook, integrating literature with visual arts, which is a particular interdisciplinary case of text-image relations in textbooks. Examination was performed within the framework of teachers' responses to curricular changes and of theory regarding strategies of interdisciplinary instruction. Data regarding teachers' coping was collected via video recorded deep interviews and analysed qualitatively using the phenomenological approach. Findings revealed four phases of a recurring pattern of performance: (a) retrieving prior knowledge about texts, (b) cycles of processing and refinement (comprising comparing-identifying-matching, making meaning of elements in contexts, eliciting themes and deeply examining artworks' devices), (c) mindful evaluation of the juxtaposition, and (d) pedagogical reasoning. Four potential roles of the textbook visual artworks, for promoting literature learning, were inferred. The study shed some light on the involvement of teacher cognition and culture of teaching in the reading, evaluating, and adapting of novel curricula. A deeper understanding of the factors involved in the introduction of novel materials, examined from a cognitive perspective, may inform teachers' professional development and curriculum developers as well as promote implementations of curricular reforms.

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Section: Potential Functions Of Text-image Juxtapositionsmentioning

confidence: 97%

Section: Potential Functions Of Text-image Juxtapositionsmentioning

confidence: 99%

Teachers’ interpretations of texts-image juxtapositions in textbooks: From the concrete to the abstract

Eilam¹,

Poyas²

2012

Journal of Curriculum Studies

Self Cite

View full text Add to dashboard Cite

show abstract

“…To be sure, although students will ideally use multiple sources when reasoning about a historical question, they are often asked to use textbooks as their only resource (Bain, 2006;Hintz, 2014;Levstik, 2008;Passe & Patterson, 2013). Reading from a textbook may seem simplistic, but we may alternatively view them as a collection of texts, with verbal and visual modes working in coordination to influence the meaning as a whole (Eilam & Ben-Peretz, 2010).…”

Section: Research On Multimodal Literacymentioning

confidence: 99%

Students’ Use of Data Visualizations in Historical Reasoning: A Think-Aloud Investigation with Elementary, Middle, and High School Students

Shreiner

2019

The Journal of Social Studies Research

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Data literacy – the ability to analyze, interpret, evaluate, and use data and data visualizations – has become increasingly important for understanding and communicating information in the discipline of history. In the United States, curricular standards and standardized assessments already reflect this importance, but educators lack a clear picture of how students use data visualizations when reasoning about the past. How do students use data visualizations when reasoning about a historical question? To what degree does using data visualizations enhance students’ historical reasoning? What challenges do students face when attempting to use data visualizations? This study addresses these questions, investigating how fifth-grade, eighth-grade, and high school students use data visualizations from typical school textbooks. Twenty-seven students were interviewed, surveyed, and asked to think aloud about a historical question while using a textbook entry that included a data visualization. Results from qualitative and quantitative analyses highlight the potential for data visualizations to enhance historical reasoning. However, results also indicate that students are unlikely to read data visualizations on their own, underscoring the importance of providing targeted data literacy instruction.

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“…The 'Spatial Turn' as described by Montello et al (2014) is an emergence of interest across many disciplines in space and spatiality and how these can help people to understand and interact with the natural, cultural and virtual worlds. Researchers are increasingly interested in the nature of spatial functioning (Newcombe and Shipley 2015), and examining how people interact with visual representations (Eilam and Ben-Peretz 2010) and spatial data (Shin et al 2016). A number of terms that describe these cognitive processes are common in contemporary research literature (Avgerinou and Ericson 1997).…”

Section: Defining Spatial Literacymentioning

confidence: 99%