Textbook Illustrations Research Articles

Analysis and Application of Korean Language Textbook—Focusing on Illustrations

This article aims to explore the importance and role of illustrations in teaching materials. Through an analysis of the quantity, location, and provided information of illustrations in the Korean language textbook "Standard Korean 3", the key role of illustrations in teaching materials is revealed, emphasizing the importance of teachers' attention to the role of illustrations in Korean language teaching. The function of illustrations is not only to guide learners into a learning state, help them understand and remember course content, but also to provide a more comfortable and relaxed learning environment, assist learners in understanding abstract concepts, stimulate learning interests and motivation, and provide cultural background knowledge. Therefore, the role of illustrations in language teaching materials is crucial, as they can not only enhance learners' learning interests and motivation but also help learners better understand and remember course content, thereby improving the effectiveness of Korean language learning. In Korean language teaching, teachers should fully utilize illustrations and incorporate them as an important component of the teaching process.

A Study of Textbook Illustration in Primary School from the Perspective of Semiotics

A Study of Textbook Illustration in Primary School from the Perspective of Semiotics

On the Current Situation of the Selection of PEP Junior English Textbook Illustrations

On the Current Situation of the Selection of PEP Junior English Textbook Illustrations

The Visual Representation of the Ottoman Turks in Hungarian High School History Textbooks (Between 1879-1990)

16. ve 17. yüzyılların büyük kısmında yaşanan Macaristan’daki Osmanlı hâkimiyeti dönemi Macar toplumsal belleğinde son derece önemli bir yere sahiptir. Bunun başlıca nedeni Macar lise tarih ders kitaplarında uzun uzadıya anlatılarak resmî eğitim yoluyla nesilden nesle aktarılmasıdır. Ders kitaplarındaki metinlerin incelenmesiyle bir milletin diğerine dair ön yargılarını ve basmakalıp fıkirlerini yorumlamayı kendisine görev bilen imgebilim çalışmaları, görsellerin irdelenmesine gereken ilgiyi göstermeyerek imgeleri oluşturan bazı önemli ögeleri göz ardı etmektedir.
 Amaç: Bu çalışma kapsamında ders kitaplarındaki görsellerin incelemesi esnasında dikkat edilmesi gereken hususlar tespit edildikten sonra, Macaristan’da 1879 ile 1990 yılları arasında kullanılan lise tarih ders kitaplarında 16–17. yüzyılların bağlamında başvurulan görseller incelenmiştir.
 Yöntem: Bu minvalde Osmanlı/Türklerin hangi semboller eşliğinde, nasıl duygular uyandıran sahneler içinde resmedildiği araştırılmıştır.
 Bulgular: Böylece Macarların toplumsal hafızasında var olan Osmanlı/Türk imgesinin görsel bileşenleri belirlenip değerlendirilmiştir.
 Özgünlük: Bu itibarla mümkün olduğu kadar fazla değişkenin hesaba katılmasıyla Macarların Osmanlı/Türklere dair benimsedikleri imgenin daha kapsayıcı ve açıklayıcı bir yorumu oluşturulmaya gayret edilmiştir.

Analysis of climate change primary concepts in science, health and environment textbooks of primary school in Afghanistan

Globalized and interconnected world subject of climate change conditions become crucially vital for individuals and communities in local and international level due to protecting the earth and its livelihoods of species, so students as change agents need to be educated to be conscious, sensible about climate change impacts, adaptations, and mitigations which enabling them to reduce the vulnerability of themselves and their society to risk and contribute to sustainable development. Therefore, the purpose of this study was to analyze the content and illustrations of primary school Science, Health and Environment textbooks based on climate change causes, impacts, and solutions as indicators. The content analysis has been performed as research method in two sections such as 1) conceptual analysis, and 2) pictorial analysis which the results have been transferred to tables and interpreted. According to the findings, most of the concepts and pictures were assigned to climate change impacts that following with climate change causes, while climate change solutions received less attention in both texts and illustrations. The majority of the concepts have been discussed from biology, physics, and chemistry perspectives rather than climate change point of view which in turn underpinned the explicitly of the concepts. However, the pictorial representations were more explicit and were drawn a clear linkage to climate change trends. Nonetheless, local concerns need to be taken in consideration to reduce the irreversible impacts of climate change on economic, political, social and cultural spheres.

Interlayer Electron-Hole Friction in Tunable Twisted Bilayer Graphene Semimetal.

Charge-neutral conducting systems represent a class of materials with unusual properties governed by electron-hole (e-h) interactions. Depending on the quasiparticle statistics, band structure, and device geometry these semimetallic phases of matter can feature unconventional responses to external fields that often defy simple interpretations in terms of single-particle physics. Here we show that small-angle twisted bilayer graphene (SA TBG) offers a highly tunable system in which to explore interactions-limited electron conduction. By employing a dual-gated device architecture we tune our devices from a nondegenerate charge-neutral Dirac fluid to a compensated two-component e-h Fermi liquid where spatially separated electrons and holes experience strong mutual friction. This friction is revealed through the T^{2} resistivity that accurately follows the e-h drag theory we develop. Our results provide a textbook illustration of a smooth transition between different interaction-limited transport regimes and clarify the conduction mechanisms in charge-neutral SA TBG.

Data for all: Tactile graphics that light up with picture-perfect resolution.

People who are blind do not have access to graphical data and imagery produced by science. This exclusion complicates learning and data sharing between sighted and blind persons. Because blind people use tactile senses to visualize data (and sighted people use eyesight), a single data format that can be easily visualized by both is needed. Here, we report that graphical data can be three-dimensionally printed into tactile graphics that glow with video-like resolution via the lithophane effect. Lithophane forms of gel electropherograms, micrographs, electronic and mass spectra, and textbook illustrations could be interpreted by touch or eyesight at ≥79% accuracy (n = 360). The lithophane data format enables universal visualization of data by people regardless of their level of eyesight.

Gender Disparity in School Textbooks in Jordan: The Case of Arabic and Social Education in Grades 4, 5, and 6

Representation of females and males in language and school textbooks is a determinant factor in the perpetuation of gender socialization of children and the normalisation of their gender roles and positions. School textbooks often portray boys and girls adhering to gender stereotypes, with girls associated with housework and childcare, and boys associated with labor and leadership. This paper reports the gender disparity with reference to sexist language, content, images, and illustrations in current Jordanian school textbooks pertaining to the two subjects in contemporary Jordanian textbooks: Arabic Language and Social/Civic Education. Twelve textbooks of both subjects for Grades 4 - 6 are selected for content analysis. The research concludes that women and girls were either marginalized or symbolically annihilated in the content and language of the selected school textbooks. Content analysis of textbooks is crucial to influence gender-sensitive reform of school curricula through careful analysis of the linguistic, visual and thematic content. To this end, the paper draws attention to the existing sexist language and sexist content in school textbooks to identify areas for curricular reform advocating for gender equality.

Women Representation in Indonesian ELT Textbook: A Comparative Study of Junior and Senior High School ELT textbook

This study aims to analyze female characters’ visibility by comparing two junior high school textbooks (VII and IX) and two senior high school English textbooks (X and XII). This research used social context parameters such as (1) family (2) occupations (3) school participation and achievement, and (4) hobbies and interests. The findings shows some differences between female and male characters in the texts and illustrations in JHS and SHS ELT textbooks. The result found there are some significant differences of female representation in the ELT textbooks for JHS and SHS.

Cranial Nerve Anatomy Using a Modular and Multimodal Radiologic Approach.

IntroductionMedical students often struggle with learning cranial nerve anatomy. Typically, cranial nerve anatomy is taught using didactic lectures and textbook illustrations, often leaving students frustrated.MethodsWe developed a multimodal radiologic approach to teaching cranial nerve anatomy. First, 150 students were presented with carefully curated preclass material from which to prepare. Next, they received a didactic lecture that was recorded for them to revisit on their own time. Last, students worked in groups in a lab setting with expert radiologists to identify the cranial nerves and related anatomy and learn about some basic pathophysiology. We used a pretest and posttest to examine the effectiveness of our teaching methods and a survey to measure students’ satisfaction.ResultsStudent knowledge of cranial nerve structure was significantly improved after our module, with quiz scores increasing from 4.6 to 6.8 out of 9.0 (p < .001). In addition, students reported feeling more confident in their knowledge of the material and offered high satisfaction scores.DiscussionThe breadth of knowledge covered during the preclinical training years continues to expand despite stable or even contracted durations of training, requiring knowledge to be delivered in an ever more efficient manner. Ultimately, the multimodal pedagogy used by our resource leads to students who are more confident and engaged in their learning, resulting in increased knowledge.

The Impact of Skin Color on the Recognition of Blunt Force Injuries.

Dark skin may obscure injuries. This is reflected in the illustrations in textbooks, which generally depict blunt force injuries in victims with light skin tones. We explored whether forensic pathologists can reliably recognize blunt force injuries in dark-toned skin by comparing the average number of contusions and abrasions of motor vehicle accident victims with dark- and light-toned skin. We also investigated whether the race of the forensic pathologist observer mattered. We found a significant difference in the number of injuries recorded in autopsies of motor vehicle accident victims based upon skin tone; there was also a difference in the race of the observer.

The Changes and Characteristics of Art Textbooks before the Founding of New China

Art textbooks are an important carrier for the aesthetic education of young people, and typefaces, typographies and illustrations are important components of art textbooks. This study focuses on elements such as typefaces, typography, and illustrations in art textbooks. Through the study of the changes in typeface, typography and illustration of art textbooks, the background of the preparation of art textbooks from 1912 to 1949 and the design characteristics behind them are analyzed. This study selects the background of the preparation of art textbooks in accordance with the periods from the late Qing Dynasty to the Republic of China (1840-1912) and the Republic of China period to the founding of New China (1912-1949) before the founding of New China, and analyzes the historical development and cultural changes of these two periods, and their influence on typefaces and typographies in art textbooks. The study of the changes in typefaces, typographies and illustrations in art textbooks can also be seen in the historical changes and characteristics of art textbooks.

Are Women Still Out of the Picture? A 30-year Follow Up on Sex Discrimination in Science Text

Textbooks are a fundamental part of classroom instruction. Over 90% of teachers have reported using textbooks in some form [1]. Exposure to textbook material can influence studenti¯s self-concept. Having illustrations that only represent one group prevents diverse role modeling. Providing diverse illustrations increases students capacity to develop self-concept [2]. For example, highlighting female illustrations in a textbook increases a female readeri¯s self-concept in that subject. Historically science textbooks have been found to be gender bias, showing males more frequency than females [3]. A review of illustrations in high school chemistry textbooks from the 2010s found that male illustrations continue to be used more frequently than female illustrations. The difference in total frequency of male and female illustrations was statistically significantly in high school chemistry textbooks from the 2010s. However, five of the seven chemistry textbooks from the 2010s did not differ significantly in male and female illustration frequency. Illustrations in chemistry textbooks from the 2010s did not exhibit stereotyping, with one gender performing science-related actions more frequently than another. Although high school chemistry textbooks from the 2010s had a reduced gender ratio compared with chemistry textbooks from the 1970s and 1980s, gender bias still existed.

Analysis of Illustrations of Music Textbooks for 5th-6th Grade Elementary School Students

Analysis of Illustrations of Music Textbooks for 5th-6th Grade Elementary School Students

Endoplasmic Reticulum-Mitochondria Contact Sites-Emerging Intracellular Signaling Hubs.

It has become apparent that our textbook illustration of singular isolated organelles is obsolete. In reality, organelles form complex cooperative networks involving various types of organelles. Light microscopic and ultrastructural studies have revealed that mitochondria–endoplasmic reticulum (ER) contact sites (MERCSs) are abundant in various tissues and cell types. Indeed, MERCSs have been proposed to play critical roles in various biochemical and signaling functions such as Ca2+ homeostasis, lipid transfer, and regulation of organelle dynamics. While numerous proteins involved in these MERCS-dependent functions have been reported, how they coordinate and cooperate with each other has not yet been elucidated. In this review, we summarize the functions of mammalian proteins that localize at MERCSs and regulate their formation. We also discuss potential roles of the MERCS proteins in regulating multiple organelle contacts.

Gender Stereotypes As Hidden Curriculum: A Case of Vietnamese English Textbooks

Gender equality and women empowerment have become a buzzword for development during the past decades with numerous national and international policies, including educational policies. However, gender equality is normally conceptualized in quantitative terms of education such as low disparity in access to education between boys and girls while qualitative aspects of gender equality are still left uncontested, among which is gender stereotypes in hidden curriculum. Gender stereotypes as a social construct, once imbedded in education and educational materials, certainly intervene the gender socialization process of students. The paper attempts to investigate this issue by employing a mixed qualitative and quantitative content analysis of the illustrations in English textbooks for Upper-secondary students in Vietnam. The analysis reveales stereotypes reflected in three main areas: occupations, sports and pastimes, and life duties, all of which confirm social and cultural norms of Vietnamese society towards a woman.

In Reply: Dismantling the Apocalypse Narrative: The Myth of the COVID-19 Stroke.

In Reply: Dismantling the Apocalypse Narrative: The Myth of the COVID-19 Stroke.

Analysis of the Views on Persons with Disabilities in Illustrations of the Social Studies Textbooks in the 2015 Revised National Curriculum: A Social and Cultural Understanding

이 논문은 사회과 교과서의 삽화 분석을 통해 사회적으로 구조화되고 문화적으로 재생산되는 장애에 관한 지배적인 이데올로기가 무엇인지 밝히고, 사회문화 교사들의 교수내용지식 (Pedagogical content knowledge)에 요구되는 소수자 문화에 대한 이해를 돕는 것을 목적으로 한다. 이 연구는 교과서가 전달하는 장애에 관한 지식이 무엇인지 알아보기 위해, 사회과 교과서에 나타난 장애인관을 분석한다. 2015 개정 초·중·고등학교 사회과 교과서 23권을 대상으로 4가지 차원의 장애인관 분석틀을 이용하여 분석한 결과는 다음과 같다. 첫째, 2007년에 시행된 특수교육법의 철학적 근간이 되는 장애가 사회문화적으로 구성된다는 관점이 교육과정에서도 발견되고 있다는 것을 알 수 있다. 둘째, 우리 사회의 구성원인 다양한 장애의 가치와 문화를 가진 사람들의 모습이 현실적으로 제시되지 않고 있다. 셋째, 장애의 문제를 개인이 아닌 사회에서 찾고 있다는 점에서 매우 의미있다고 할 수 있다. 전체적으로 2015 개정 사회과 교과서 삽화 분석은 장애에 관한 긍정적인 인식을 전달하고 있다고 볼 수 있다. 그러나, 여전히 장애는 불쌍하고(Ⅰ차원), 의존적이고(Ⅱ차원), 극복해야 하는 것(Ⅲ차원)으로 보고 있다는 사실을 보여준다. 따라서, 소외된 집단인 장애인의 문화나 지식을 교육과정에 반영시키고 궁극적인 사회통합을 달성하기 위해서 사회과 교과서가 선택한 지식과 선택되지 못한 지식에 관해 탐구가 요구된다.

Zastupljenost ilustracija u udžbenicima osnovne škole

A textbook is a basic and compulsory teaching aid, written on the basis of a prescribed curriculum. The accompanying materials in the textbook are certainly illustrations that, in addition to serving the basic text, can also have a significant effect on the student. The aim of this research was to examine the representation of illustrations in textbooks used from the first to the sixth grade of primary school. An analysis was performed of forty elementary school textbooks approved for use by the Ministry of Education of the Republic of Srpska, with the basic unit of analysis being the illustration in the textbook. The obtained research findings show that in both the first and the second triad, illustrations without humorous elements are more represented, although the number of humorous illustrations is at an enviable level, illustrations directly related to the content of the text predominate, drawings in both triads are most represented, and the largest number of illustrations have an intellectual value. A comparative analysis of the illustrations in the first and second triads shows that the differences can be read in terms of the categories of representation of illustrations on the pages and the functions of facilitating the memory or comprehension of the text. The obtained results are encouraging because they confirm the success of the assumptions for effective learning in accordance with age characteristics certain illustration requirements have been met, and the study can provide useful information to textbook developers, teachers, parents, and illustrators, given that illustrations are a structural element of a textbook to which students should be referred. The results can also be useful for the shaping and deeper operationalization of art and graphic requirements in the textbook and can influence the improvement of textbook quality standards.

Artworks as illustrations in Hungarian high school Mathematics textbooks

Three different series of Hungarian Mathematics textbooks used in grade 9-12 education for the past 30 years have been analysed in this research. Our aim is to show and evaluate how the visual arts have been connected to mathematical ideas in these textbooks. We have applied the six dimensions of evaluation, which have recently been introduced in (Diego-Mantec on, Blanco, Búa Ares, &amp; González Sequeiros, 2019) to categorise the illustrations of the three different series. We show examples for each dimension from the textbooks, and we find that even if the number of artistic illustrations in these coursebooks have significantly increased, in most cases these sporadic examples are not closely related to the mathematical context, mainly used for ornamental purposes to decorate the core text. Based on this classification we conclude that the number of artistic illustrations with underlying math concepts making students' participation more active could and should be significantly increased.&#x0D; Subject Classification: 97U20