Abstract
In this paper a novel method for analysing the content and teaching potential of pictures is presented. It is the four-field method, which is based on phenomenological thoughts about human experience, which combines factual knowledge with emotions and personal and social meanings. A biological example is given. Around this idea a course unit for using pictures in science teaching was organized. It was used in the training of both primary and secondary level teachers. From picture analysis the course unit proceeds to planning the use of pictures in teaching. A classification of the teaching functions of pictures is presented.
Highlights
My long experience as a teacher educator tells me that pictures are rarely used in teaching in spite of their abundance in textbooks and “reading” of pictures is not explicitly taught
There is a shortage of learning strategies for picture comprehension (Schlag & Ploetzner, 2011)
Practically all illustrations contain cultural aspects, something which is better understood in history, geography and social sciences than in science teaching
Summary
A phenomenological view of pictures in teaching and a novel method of analysing them Abstract. In this paper a novel method for analysing the content and teaching potential of pictures is presented. It is the four-field method, which is based on phenomenological thoughts about human experience, which combines factual knowledge with emotions and personal and social meanings. Around this idea a course unit for using pictures in science teaching was organized. It was used in the training of both primary and secondary level teachers. A classification of the teaching functions of pictures is presented
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