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Tell me where you are and I’ll tell you what you learn. Investigating hidden curricula using GIS analysis of place names in a case study of an English language textbook published in Japan

100%

Wacławik P. , Gopzdawa-Gołębiowski R.

Polish Cartographical Review

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2023

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tom Vol. 55, No. 1

11--23

EN

The article aims to look for a way to geographically delineate the notion of target culture in thelanguage textbook “The World We Live in” by Ogasawara et al. (2013) published in Japan for Japanesestudents and teachers. Looking at the textbooks as cultural artefacts, we identified geographical space withinthe scope of the sample textbook and analysed the pedagogical context the place names appeared in. Bydoing that we attempt to find the spatial bias of the book, which is a manifestation of values there inscribed,often called the “hidden curriculum”. The elaborated method, following a seminal study by Risager (2018), isan attempt to adapt the proposed content analysis of the textbooks into GIS tools in order to capture the geographic dimension of the content. The method serves as a stepping stone towards the creation of a model toanalyse and identify the attitudes toward the cultural content of educational materials. This will not only enablea more authentic classroom experience responding to the needs of particular groups of students and teachersbut also look for ways to make the textbooks more inclusive.

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Bohaterstwo narodowe w kontekście świeckim i religijnym – o powiązaniach między nacjonalizmem, religią a edukacją

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Hilderbrandt-Wypych D.

Studia Edukacyjne

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2019

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nr 55

163-182

PL

A general theme of the text to discuss ideological mechanisms of non-representation of politicallylegitimized knowledge of underprivileged groups in the society, including women and religious orethnic minorities in school textbooks, particularly in the area of history. Analysis of dominant viewson the place of socially marginalized social groups in history textbook narratives and curricular objectivesseems to be more important than ever before. Relating to Michel Foucault’s concept of discoursesof truth, the aim of the text is to consider the dominant regime of truth in relation to national heroism,religion and a citizenship ideal. National heroism narratives in history textbooks are always placed isa broader context of building representations of a national identity and attempting to develop a unifiednotion of good citizenship. Both the nationhood and citizenship perspectives are sometimes symbolicallyrelated to the attempt of shaping emotional identification with a dominant religion.

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Lower-secondary school chemistry textbooks’ didactic equipment

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Rusek M. , Vojíř K. , Šubová Š.

Chemistry-Didactics-Ecology-Metrology

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2020

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tom R. 25, NR 1-2

69--77

EN

Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.

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Evaluating experimental activities in Czech chemistry textbooks: A critical analysis

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Špísová K. , Rusek M.

Chemistry-Didactics-Ecology-Metrology

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2023

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tom R. 28, NR 1-2

93--104

EN

This study analysed the nature and integration of experimental activities in Czech lower-secondary chemistry textbooks which are currently in use. Focusing on four dominant textbook series (published since 1990’s), and one recently (2019) published and certified, it investigated the offered types of student activities, their cognitive demands, placement in the educational process, and inquiry levels. The findings reveal two distinct groups of textbooks based on the quantity of experimental activities. Some textbooks align with traditional teaching methods, emphasising teacher-led demonstrations, while others attempt a balance between safety concerns and student engagement. However, a general lack of focus on higher-order cognitive skills and inadequate scaffolding for scientific process skills development was found. The results showed future research should investigate the impact of experimental activities on student outcomes, highlighting the need for more modern approaches in chemistry education.

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Evaluation of Czech non-chemical vocational school chemistry textbooks’ text difficulty

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Rusek M. , Vosyková L.

Chemistry-Didactics-Ecology-Metrology

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2021

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tom R. 26, NR 1-2

99--108

EN

The paper follows the first author’s continuous work on chemistry textbook analysis. In the previous paper published in CERP, attention was given to the procedure and results for analysing text-difficulty in lower-secondary chemistry textbooks in Czechia. In this paper, attention was given to non-chemical vocational school chemistry textbooks. They are intended for the most numerous group of upper-secondary students. The goal of the study was to assess the to what extent could students read the textbook texts on their own with appropriate understanding. Therefore, only the textual component was evaluated. The same method (Nestler-Prucha-Pluskal) as in the previous paper was used to analyse the textbooks’ text-difficulty (readability). The results show there are two books which are suitable for students’ own learning. However, there are four textbooks which contain text of high difficulty, including too many scientific terms that they are suitable as teacher’s guide through terms rather than student’s textbooks. The analysis may serve teachers with their textbook choice as well as researchers who operate in the same field who can easily adopt the methodology and compare results.