Visual Representations of the Water Cycle in Science Textbooks
Visual Representations of the Water Cycle in Science Textbooks
复制标题
科学教科书中水循环的视觉表示
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Ramadas
中科院分区：
文献类型：
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作者：
K. Vinisha;J. Ramadas
视觉表现，包括照片，草图和示意图，是教科书中一个有价值但经常被忽视的方面。视觉交流手段在引入科学中的抽象概念时特别有用。为了有效的沟通，视觉和文字需要适当地整合在教科书中。这项研究是基于对国家教育研究和培训理事会（NCERT）和马哈拉施特拉邦委员会（MSB）3-10年级的科学教科书的分析。我们首先评估这些教科书的使用视觉表示一般。然后，我们专注于水循环，看看这个话题是如何在学校科学课程处理，在使用的视觉表现的类型，以及如何有效地整合文字和视觉在学年的过程中教水循环。我们得出结论，在两个范例教科书的水循环的视觉处理的一些意见，并检查使用可视化理解的概念的水循环的影响。
Visual representations, including photographs, sketches and schematic diagrams, are a valuable yet often neglected aspect of textbooks. Visual means of communication are particularly helpful in introducing abstract concepts in science. For effective communication, visuals and text need to be appropriately integrated within the textbook. This study is based on an analysis of the science textbooks of the National Council of Educational Research and Training (NCERT) and the Maharashtra State Board (MSB) for Classes 3–10. We first assess these textbooks for the use of visual representations generally. Then we focus on the water cycle, looking at how this topic is treated in the school science curriculum, at the types of visual representations used, and how effectively text and visuals are integrated to teach the water cycle over the course of the school years. We conclude with some observations on the visual treatment of the water cycle in two exemplar textbooks, and examine the implications for the use of visualisation to understand the concept of the water cycle.