Visuals in geography textbooks: Increasing reliability of the
assessment tool

a 2013

Visuals in geography textbooks: Increasing reliability of the assessment tool

JANKO, Tomáš a Petr KNECHT

Základní údaje

Originální název

Visuals in geography textbooks: Increasing reliability of the assessment tool

Název česky

Nonverbální prvky v učebnicích: zvyšování reliability výzkumného nástroje

Autoři

JANKO, Tomáš (203 Česká republika, garant, domácí) a Petr KNECHT (203 Česká republika, domácí)

Vydání

Methodological issues in schoolbook and educational media research, 2013

Další údaje

Jazyk

angličtina

Typ výsledku

Konferenční abstrakt

Obor

50300 5.3 Education

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14410/13:00074763

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

učebnice zeměpisu; nonverbální prvky; kategoriální systém; reliabilita

Klíčová slova anglicky

geography textbooks; visuals; categorical system; reliability measurement

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 10. 4. 2015 09:30, Mgr. Tomáš Janko, Ph.D.

Anotace

V originále

The pupils’ acquisition of knowledge during school instruction is nowadays strongly influenced by the expansion of visual media (Moser, 2010). In this context, contemporary textbook production is undergoing a visual turn (LaSpina, 1998). Although the amount of visuals in textbooks grows at the expense of text, there is a lack of serious and research-based considerations of their assessment. The aim of the paper is to describe the process of development of a research instrument for (a) the categorization of types and (b) the assessment of particular instructional qualities of visuals in geography textbooks (see Janko, 2012). The category system is based on deductive content analysis (see Gläser-Zikuda, 2008, p. 72). Theoretical background underpinning the research instrument is presented, especially the Dual Coding Theory (e.g. Paivio, 2007). Then, particular phases of development of the category system are described and discussed: (1) The phase of identification of the theoretically sound criteria for the assessment of types and instructional qualities of visuals in textbooks (which were consequently transformed into categories); (2) the phase of categories’ research operationalization, which comprised several consequential steps; (3) and the phase of the verification of the category system in the terms of reliability. Gained values of the Cohen's Kappa and direct matching, which indicate satisfactory degrees of inter-rater reliability, are considered. The authors describe and critically reflect on particular methodological difficulties that emerged during the de-velopment and validation of the category system. At the end of the paper methodological advan-tages and limits of the method as well as its informative value are critically reflected.

Návaznosti

EE2.3.30.0009, projekt VaV

Název: Zaměstnáním čerstvých absolventů doktorského studia k vědecké excelenci

Citovat

JANKO, Tomáš a Petr KNECHT. Visuals in geography textbooks: Increasing reliability of the assessment tool. In Methodological issues in schoolbook and educational media research. 2013.

@proceedings{1124450,
   author = {Janko, Tomáš and Knecht, Petr},
   booktitle = {Methodological issues in schoolbook and educational media research},
   keywords = {geography textbooks; visuals; categorical system; reliability measurement},
   language = {eng},
   title = {Visuals in geography textbooks: Increasing reliability of the assessment tool},
   url = {http://www.ped.muni.cz/weduresearch/brno2013/defaultENG.html},
   year = {2013}
}

TY  - CONF
ID  - 1124450
AU  - Janko, Tomáš - Knecht, Petr
PY  - 2013
TI  - Visuals in geography textbooks: Increasing reliability of the assessment tool
KW  - geography textbooks
KW  - visuals
KW  - categorical system
KW  - reliability measurement
UR  - http://www.ped.muni.cz/weduresearch/brno2013/defaultENG.html
N2  - The pupils’ acquisition of knowledge during school instruction is nowadays strongly influenced by the expansion of visual media (Moser, 2010). In this context, contemporary textbook production is undergoing a visual turn (LaSpina, 1998). Although the amount of visuals in textbooks grows at the expense of text, there is a lack of serious and research-based considerations of their assessment. The aim of the paper is to describe the process of development of a research instrument for (a) the categorization of types and (b) the assessment of particular instructional qualities of visuals in geography textbooks (see Janko, 2012). The category system is based on deductive content analysis (see Gläser-Zikuda, 2008, p. 72). Theoretical background underpinning the research instrument is presented, especially the Dual Coding Theory (e.g. Paivio, 2007). Then, particular phases of development of the category system are described and discussed: (1) The phase of identification of the theoretically sound criteria for the assessment of types and instructional qualities of visuals in textbooks (which were consequently transformed into categories); (2) the phase of categories’ research operationalization, which comprised several consequential steps; (3) and the phase of the verification of the category system in the terms of reliability. Gained values of the Cohen's Kappa and direct matching, which indicate satisfactory degrees of inter-rater reliability, are considered. The authors describe and critically reflect on particular methodological difficulties that emerged during the de-velopment and validation of the category system. At the end of the paper methodological advan-tages and limits of the method as well as its informative value are critically reflected.
ER  -

JANKO, Tomáš a Petr KNECHT. Visuals in geography textbooks: Increasing reliability of the assessment tool. In \textit{Methodological issues in schoolbook and educational media research}. 2013.

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