Textbook Illustrations Research Articles

PEDAGOGICAL POTENTIAL OF ILLUSTRATIONS IN THE PROCESS OF STUDY OF ENGLISH BY FUTURE TEACHERS

The author considers opportunities of usage of illustrations in textbooks for foreign language teaching for higher educational establishment' students and comes to a conclusion that, in spite of an idea that there's no requirement for such illustrations, it is possible and it is necessary to use them.The selection of illustrations for teaching foreign language in high school is one of the most complex and least developed textbook design problems. Illustrating university textbooks in native methods of teaching is not actually investigated and needs attention as illustrators and researchers, teachers and practitioners, as no systematic work with illustrative material leads to a lack of ability and willingness of future teachers to continue working with images in high school. The prospect of further scientific research is to analyze the possibilities of illustrating books for those learning the language at «Advanced» level, and opportunities of illustrating books for professional English teachers and teachers of higher school.Modern methods of teaching foreign languages in higher education do not only approve the possibility of the use of illustrations, but also trying to prove their positive impact on learning. Acting on the senses, visibility means more complete representation of an image or concept that promotes more active understanding of the material.The author emphasizes on the thought that this statement is caused by the limited choice of teaching and methodical complexes and lack of appropriate financing, while skilled teachers compensate the absence of illustrations by their own individual pictures. In this article the chosen modern literature on this question which proves an opportunity and necessity of illustrations usage for optimization of the foreign language teaching in higher educational institutions is analyzed.

For Medicare's New Approach To Physician Payment, Big Questions Remain.

The Medicare Access and CHIP Reauthorization Act of 2015 (MACRA) established a new framework for Medicare physician payment. Designed to stabilize uncertain payment rates for Medicare's fee-for-service (FFS) system and incentivize physicians to move into new alternative payment systems, MACRA contains several uncertainties of its own. In a textbook illustration of why it's important to be careful what you wish for, it's increasingly easy to predict that implementation of MACRA will be delayed as a result of both regulatory and legislative breaches of its statutory timeline. This article traces the contemporary history of the Medicare physician payment system and efforts to implement additional changes.

5E 과학학습과정 상의 기능을 중심으로 한 2009 개정 초등과학교과서 삽화 분석: 3~4학년 지구과학 단원을 대상으로

The purpose of this paper was to analyze the role of illustrations in elementary textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea from point of view of aim of science by applying the criteria of 5E inquiry process model for reflecting core aim of the science education. The subjects of the paper was the 105 illustrations in the earth-science domain of elementary science textbooks (3~4 grade) of the 2009 revised curriculum of science education in Korea. The analysis criterion was of two categories, the function of illustration and the role of illustration. the function of illustration was divided into three subcategories such as Exclusiveness type, correspondence type and supplementary type. The role of illustration was divide into five subcategories such as Engagement, Exploration, Explanation, Elaboration and Evaluation. According to results of the illustration analysis are as follows: the result of the function of illustration are exclusiveness type 39, correspondence type 36 and supplementary type 30, the important of point to note is that there are a lot of exclusiveness type considerably. compared with other subjects, this fact indicate character of illustration of the only science textbook. The result of the role of illustration are Engagement 14, exploration 64, explanation 25, elaboration 2 and evaluation 0. This data indicate main role of illustrations in earth-science domain is to help the students to be able to observe and explore. Cross-analysis of the function and role was a significant difference. Role of illustration was evenly distributed within Exclusiveness type on the other hand, the role of illustrations was mainly exploration and explanation in correspondence and supplementary type. Especially, illustration of exploration was mainly correspondence type.

융합적 관점의 중학교 보건교과서 삽화분석

융합적 관점의 중학교 보건교과서 삽화분석

A study on the changes of illustrations in Elementary geography textbooks compiled under Governor-General of Korea

A study on the changes of illustrations in Elementary geography textbooks compiled under Governor-General of Korea

초등학교 체육 교과서 삽화 분석을 통해 살펴본 양성평등의 변화 : 1981년-2008년1)2)

초등학교 체육 교과서 삽화 분석을 통해 살펴본 양성평등의 변화 : 1981년-2008년1)2)

Der Kurzfilmeinsatz im DaF- Unterricht : Ein Mittel zur Förderung des Hör- und Sehverstehen

The Use of short films in Deutsch Lessons as a Means for Promoting Listening and Comprehension
 The use of films in Deutsch lessons has already been examined in many studies. Its influences and its major role in German language teaching classes were treated and well-documented because of the various tasks common to this type of teaching. However, it was found that the use of films in the classroom does not only bring positive effects but also in terms of schedule it is possible. It would be too long and tedious for students to work on the same film and topic during multiple sessions. However, this is not the case of short films, which don't take much time but make it possible to cover different topics in a short time. This reason motivated me to use this tool, since I also work as a teacher in the field of German as a foreign language. Due to the fact that the short film is an interesting medium, it currently stands as a research field for many studies. The aim of the studies is primarily to evaluate the effects of this medium in foreign language teaching. In this article I deal mainly with the impact of short films on the understanding and perception of the content and input. Then, I presents some exercises that I gave my students during the course, followed by the discussion of the experiment and its interpretations. I concluded that The use of short film as a course material makes it possible to visualize the context in a more vivid way than simple textbook illustrations. Its use can stimulate attention and create a natural communication situation for non-native learners. In this context, this article aimed to briefly discuss the advantages of short films in a German langauge teaching class as a foreign language as well as to present its pedagogical uses. I showed how the short film can be put at the service of teachers to improve the understanding of their learners.

Writing as Reading itself: A Derridean Reading of Lost in the Funhouse

Lost in the Funhouse is like textbook illustration of Derrida’s views on language and writing. The book is both a guide for “how not to write” and “how not to define” writing, thus defying an ultimate center. Although the lack of a “proper” theme and heavy metafictional structure makes it “difficult to read”, it is a struggle to subvert the definitions of writing. The author deconstructs the conventional form and theme that is believed to be necessary for writing. In this respect, Barth operates through the narratives like Derrida moves through ideas in history, and ending up with the conclusion that interplay is what matters rather than a fixed meaning.

Gender Stereotyping through Textbook Illustrations: A Case Study of Algerian Middle School Textbook- Spotlight on English

Research confirms that combining texts and illustrations in teaching materials, enhances learners’ achievements. However, many educators, authors and textbooks’ analysts may not share this claim. For them, the idea that the textbooks, in general and the textbook illustrations in particular have a positive/negative impact on EFL learners’ outcomes has not been thoroughly examined. Therefore, this study provides empirical evidence regarding the side-effects of the use of textbooks’ illustrations and their influence on EFL learners’ attitudes from a hidden curriculum perspective. More specifically, this study is designed to determine if gender is portrayed in Spotlight on English1, a textbook of first year Middle School, in a neutral and impartial way. The sample of the study consists then of the above mentioned textbook currently in use and a number of pupils estimated as approximately 23 boys and 23 girls. To collect data, the textbook illustrations where male and female characters are shown, are content analyzed. To know how women and men are depicted, a set of well-defined variables are put forward. They include productive versus reproductive occupations, sport activities, and frequency of appearances. The results show that males’ illustrations outnumber the females’ picture representations. In addition, women were portrayed more often, in stereotypical activities that reinforce the traditional image of them in society such as being a teacher, secretary, type-writer, and top-model. Men were depicted in more outdoor, adventurous, and skillful activities such as being a doctor, journalist, veterinarian, and actor, among other occupations. Physical education and sport games are also depicted as a male-domain. It is also important to stress that, such a preconceived allocation of roles, attitudes and actions reduces the girls’ future prospects in their lives as well as boys’ attitudes and knowledge about people and how do they relate to each other DOI: 10.5901/mjss.2015.v6n5p435

A Study of Novel Illustration in Textbooks －focused on One days novelist, Mr. Kubo－

A Study of Novel Illustration in Textbooks －focused on One days novelist, Mr. Kubo－

Infusing multiliteracies into English language curriculum: The visual construction of knowledge in English textbooks from an ontogenetic perspective

Addressing the need for multiliteracies in language education, this paper investigates the visual construction of knowledge in English as a Foreign Language (EFL) textbooks in Hong Kong and develops a social semiotic framework for infusing the senior primary (P4–6) and the secondary (S1–4) English language curricula with multiliteracies. By explicating the ontogenetic change of the representational meaning of visual images in textbooks, we find that textbook illustrations change from narrative to conceptual representations in terms of process, from specific to generic in terms of participant, and from local to global in terms of settings. The changes in image structure are found consistent with the change of text type from narrating to expounding, in accordance with students’ cognitive abilities. Such ontogenetic change contributes to the change of knowledge domain from the concrete and commonsensical in early years of schooling, to the abstract and uncommonsensical in later years of schooling.

A Cognitive-Based Training Program for Graphic Designers to Improve Science Textbook Illustrations

A Cognitive-Based Training Program for Graphic Designers to Improve Science Textbook Illustrations

2007과 2009 개정 과학교과서에 제시된 달의 위상 변화 삽화에 대한 초등학교 5학년 학생들의 이해

The purpose of this study is to investigate how elementary school student understands or students understand the illustrations on the phase change of the Moon in science textbook and to find out how textbook illustration helps students form the conception of the phase change of the Moon. To identify this purpose, we selected illustrations on the phase change of the Moon in the science textbook revised in 2007 and 2009 revised science textbook. For this study we selected and interviewed 20 students in the fifth grade. We integrated all data collected through interviews and created a transcription and a protocol and then, confirmed scientific conceptions related to the phase change of the Moon in students' illustration reading. The result are as followings: First, students read more scientific conceptions related to the phase change of the Moon in illustration of the 2009 revised science textbook which is presented with the universal observer's view point and the earth observer's view point. Second, students who find meaning in the various elements of the illustration and interpret with the integration of the various elements, get a lot of relevant information from illustration. All students have no differences recognizing the elements presented in illustration. But there are differences of contents of illustration reading depending on how students interpret the illustrations with integration of the various elements and if students cannot figure out the four scientific concepts needed to understand the phase change of the Moon, they ignore the information provided by illustration or analysis in their own way according to information provided by illustration. So misconception appears in this process.

Prediction across sensory modalities: A neurocomputational model of the McGurk effect

The McGurk effect is a textbook illustration of the automaticity with which the human brain integrates audio-visual speech. It shows that even incongruent audiovisual (AV) speech stimuli can be combined into percepts that correspond neither to the auditory nor to the visual input, but to a mix of both. Typically, when presented with, e.g., visual /aga/ and acoustic /aba/ we perceive an illusory /ada/. In the inverse situation, however, when acoustic /aga/ is paired with visual /aba/, we perceive a combination of both stimuli, i.e., /abga/ or /agba/. Here we assessed the role of dynamic cross-modal predictions in the outcome of AV speech integration using a computational model that processes continuous audiovisual speech sensory inputs in a predictive coding framework. The model involves three processing levels: sensory units, units that encode the dynamics of stimuli, and multimodal recognition/identity units. The model exhibits a dynamic prediction behavior because evidence about speech tokens can be asynchronous across sensory modality, allowing for updating the activity of the recognition units from one modality while sending top–down predictions to the other modality. We explored the model's response to congruent and incongruent AV stimuli and found that, in the two-dimensional feature space spanned by the speech second formant and lip aperture, fusion stimuli are located in the neighborhood of congruent /ada/, which therefore provides a valid match. Conversely, stimuli that lead to combination percepts do not have a unique valid neighbor. In that case, acoustic and visual cues are both highly salient and generate conflicting predictions in the other modality that cannot be fused, forcing the elaboration of a combinatorial solution. We propose that dynamic predictive mechanisms play a decisive role in the dichotomous perception of incongruent audiovisual inputs.

Sabine T. Kriebel. Revolutionary Beauty: The Radical Photomontages of John Heartfield.

John Heartfield (1891–1968) was one of the most significant visual artists of the twentieth century. Sabine T. Kriebel's sophisticated study contributes enormously to our understanding of how and why. During World War I, Heartfield was one of the Berlin Dadaists who originated photomontage. From 1929 to 1938 his brilliantly montaged satires played a serious role in Communist publications, especially Willi Münzenberg's Comintern-aligned Workers' Illustrated Newspaper (AIZ). Adolf the Übermensch: Eats Gold and Spouts Junk, among others, provides a textbook illustration of Heartfield's caustic anti-Nazi propaganda and of photomontage technique: editing and combining images and texts to infiltrate them with alternative meanings. Revolutionary Beauty: The Radical Photomontages of John Heartfield analyzes this middle period in Heartfield's career, from the decline and fall of the Weimar Republic through his exile from Nazi Germany in Prague, Paris, and England. Kriebel's interest is at heart thematic and theoretical. She draws on primary and archival sources and on previous scholarship, particularly the pioneering work of the East German scholar Roland März, as well as on a range of theorists, including Louis Aragon, Walter Benjamin, and Siegfried Kracauer, to explicate these images' complex resonances on two planes: the political and the psychological.

Differences in the Percentage of Illustrations Showing Males Versus Females in General Medicine and General Surgery Textbooks

This study aimed to assess differences in the percentage of illustrations showing males versus females in textbooks of general medicine and general surgery, two areas that constitute a focus of the traditional medical school curriculum. Illustrations showing 3447 individuals and/or external body parts from all general medicine (n = 13) and general surgery (n = 2) books listed in the “essential purchase titles” section of Doody’s Core Titles list (2013) were assessed. Sex was determined based on depictions of faces, chests, and the genital region. One thousand one hundred fifty-three individuals and/or external body parts could be clearly identified as either male (58.28 %) or female (41.72 %), yielding a difference of 16.57 %. The difference in the percentage of identifiable males and females depicted was smaller in general surgery books (6.43 %) as compared to general medicine texts (20.84 %). Differences were noted in the percentage of male and female body parts shown by anatomical site. Of all faces that could be clearly identified as either male or female, 78.04 % were male, while 21.96 % were female. By contrast, 55.93 % of genital regions that could be classed as either male or female showed men, while 44.07 % showed women. These results suggest that illustrations in medical textbooks may continue to depict more males than females. Students may have more exposure to illustrations of the male than the female body during their training.

Depictions of Human Bodies in the Illustrations of Early Childhood Textbooks

In many Ibero-American countries children in the early childhood education (ECE) system have the opportunity to interact with textbooks on a regular basis. The powerful social function of textbooks in socializing children in primary and secondary school, and in legitimizing what counts as cultural norms and officially sanctioned values and knowledge, is clearly documented. However, the examination of ECE textbooks especially in the context of developing countries for messages about the social construction of the body is virtually nonexistent. Therefore, the purpose of this research was to examine, through a content analysis of the illustrations, the representation of the body across the different categories of gender, age, activity level, space and disability in eight Colombian ECE textbooks from the three major commercial publishing houses between 2009 and 2012. Our results show that these textbook authors and publishers have made an effort to promote equality between the genders. However, only four disabled people were portrayed in the illustrations and there was a lower proportion of older adults doing a limited range of gross motor activities. Likewise the results note that, although progress has been made in terms of the balance of gender representation in textbooks, these still reinforce and legitimize the status of the “able-body”, and contribute to consolidating a view of able-bodiedness as the dominant norm. Taking into account that beliefs and prejudices constitute barriers to education and social participation, these results suggest that the representation of children with disabilities in ECE textbooks at the earliest stages of education should be mandatory.

Photographic Illustrations in Chinese College English Textbooks: A Semiotic Analysis

Photographic Illustrations in Chinese College English Textbooks: A Semiotic Analysis

EVALUATING VISUAL ELEMENTS IN TWO EFL TEXTBOOKS

Abstract : This study evaluates visual elements in two English textbooks, that is, Interchange 3 and Top Notch 3B , commonly taught to Iranian EFL learners; it analyzes illustrations to find out the balance of black-and-white and color drawings and photos and examines the extent to which visual materials are used for decorative purposes. The analysis of visual elements reveals that, first, color pictures constitute a large percentage of illustrations in both textbooks, reflecting current publication trend for stylish color pages. Second, Interchange 3 has more drawings than the Top Notch 3 whereas the Top Notch textbook has more photos, which can establish more authenticity and result in its higher price. Third, the majority of the portraits are color photos, and, further, actions are represented more through drawings than photos, presumably because of practicality issues. Finally, pictures used for decorative purposes constitute a small percentage of illustrations in both textbooks, indicating their pedagogically facilitative effects.

La mujer en las ilustraciones en los libros de texto de educación primaria de Marruecos

Textbooks are the pedagogic material used by most teachers. They are a key element for the socialization and behavioral learning of the students. For this reason, they can affect in traditional discrimination against women relative to men. Nowadays the visual stimuli are very important and consequently also the illustrations in textbooks. With the aim to value the possible gender discrimination, we use a quantitative methodology to analize the images of Moroccan primary education textbooks. Moroccan publishers try not to remain suspended in the tradition, opening new perspectives. They show women with a prominence and freedom unusual in the past. However, these books are not a true reflection of Moroccan society, where gender differences are a reality.