Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks

Autor/in	Lee, Victor R.
Titel	Adaptations and Continuities in the Use and Design of Visual Representations in US Middle School Science Textbooks
Quelle	In: International Journal of Science Education, 32 (2010) 8, S.1099-1126 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Physical Sciences; Middle Schools; Science Curriculum; Science History; Textbooks; Visual Aids; Visualization; Elementary Secondary Education; Photography; Instructional Effectiveness; Misconceptions; Light; Optics; Comparative Analysis; United States + Suchen Sie Ihr Suchwort? Natural sciences; Naturwissenschaften; Naturwissenschaft; Middle school; Mittelschule; Mittelstufenschule; History of science; Wissenschaftsgeschichte; Textbook; Text book; Schulbuch; Lehrbuch; Anschauungsmaterial; Visualisation; Visualisierung; Fotografie; Unterrichtserfolg; Missverständnis; Licht; Optik; USA
Abstract	Visual representations are ubiquitous in modern-day science textbooks and have in recent years become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the USA over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus of 34 US middle school physical science textbooks, continuities are established with respect to the purposes that most textbook images serve and the numbers of schematic representations that are used. Changes are observed in the overall total number of representations in textbooks and in the proportion of representations that are photographic. Interpretive cases of individual representations over time are presented to further illustrate the continuities and changes that have taken place. Specifically, high-fidelity images, such as photographs, are shown permeating or replacing schematic and explanatory images in the interest of promoting familiarization to students. This shifting emphasis toward familiarization is discussed as a specific cause for concern about quality and utility of representations in modern-day US science textbooks. (Contains 2 notes and 10 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10