Development of the graphical analysis protocol (GAP) for eliciting the graphical demands of science textbooks.

Autor/inn/en	Slough, Scott W.; McTigue, Erin
Titel	Development of the graphical analysis protocol (GAP) for eliciting the graphical demands of science textbooks.
Quelle	Aus: Khine, Myint Swe (Hrsg.): Critical analysis of science textbooks. Evaluating instructional effectiveness. Dordrecht: Springer (2013) S. 17-30 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 28-30
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	94-007-4167-7; 978-94-007-4167-6; 978-94-007-4168-3
DOI	10.1007/978-94-007-4168-3_2
Schlagwörter	Kommunikation; Kommunikationswissenschaft; Schulbuch; Visualisieren; Grafik; Naturwissenschaftlicher Unterricht; Wissenschaft; USA
Abstract	School-based science textbooks have morphed in format and now mimic the layout of webpages and science trade books, with typical layouts including photographs, table, textboxes, flowcharts, drawings, and a myriad of other visual representations. Teachers report preference for these high visual-content books to traditionally formatted textbooks. While an increasing visual presence in science has been noted by many and explored in both middle and high school science textbooks, there is little information available about the graphical demands of science textbooks. Additionally, there is little research exploring the manner in which verbal and visual text work together. We discuss the development of a new instrument, the Graphical Analysis Protocol (GAP), based on four principles: (1) graphics should be considered by form and function, (2) graphics should help a viewer build a mental model of a system, (3) graphics and texts should be physically integrated, and (4) graphics and texts should be semantically integrated and discuss three research articles utilizing the GAP instrument for unique science textbooks.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/3