A Content analysis of images in elementary science textbooks using the Slough and McTigue method

Subject Areas : Research in Curriculum Planning

Sepideh Parsania ¹ (MA of Curriculum Development, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.)
Firooz Mahmoodi ² (Associate Professor, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.)

Received: 2018-11-10 Accepted : 2019-08-04 Published : 2019-09-23

Keywords: Image analysis, method of Slough and McTigue, Elementary Science textbooks,

Abstract :

The purpose of the present research isacontent analysis of images in elementary science textbooks using the Slough and McTigue method.Content analysis method (image analysis) is used in this research.The sample of study comprise all elementary school science textbooks 2015 - 2016. Descriptive statistics were used to analysis the data.The validity of this test is the content validity, which has been validated by Slough. The reliability of this method is the coefficient of agreement between coders, of which the agreement rate is 87%. The findings show the texts in each of six books have a linear structure andReader interaction with more text is an active transmission of information. The format of the textbooks page is single-page The share of images is more than text, all of which are color images. Theproportion of images whit related titles, most images contain titles highlight some aspects of the subject under discussion.Most images are in adjacent text. Most images are referred to texts.In the semantic relations of text and image, images represent a larger share. According to the results, it is necessary to use a variety of text structures and graphic elements.

References:

Ahmadi, B. (2018), From visual symbols to text to visual semantic, Tehran: center

Appleton, K. (2013), Elementary science teacher education: International perspectives on contemporary issues and practice, Routledge.

Arjomandnia, A. (2012), Social and experimental science for mentally retarded student: Foundations, principles, teaching methods, Tehran: SAMT, First edition

 

Clark, R. C., & Mayer, R. E. (2016), E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, John Wiley & Sons.

Cook, M. (2011), Teachers' Use of Visual Representations in the Science Classroom, Science Education International, 22(3), 175-184.

Dehghani, M. (2018), Content analysis of business and technology, Social studies, Persian and Quran sixth grade books based on WiLiam Romey technique, Research in Curriculum Planning, 14(55), 124-146

Elia, I., & Philippou, G. (2004), The Functions of Pictures in Problem Solving, International Group for the Psychology of Mathematics Education.

Fathi Vajarghah, k. (2017), Principles and basic concepts of curriculum planning, Tehran, Science teachers publishing, Second edition.

Fingeret, L. (2012), Graphics in children formational texts: A content analysis (Unpolished doctoral dissertation), Michigan State University, East Landing.

Guo, D., Wright, K. L., & McTigue, E. M. (2018), A Content Analysis of Visuals in Elementary School Textbooks, The elementary school journal, 119(2), 244-269

Habibi Bradbury, R, Mohammadi, A, Reisi, A. (1396), Analysis of the Content of Relationship between Images and Text Writing in the Empirical Science Textbook of the Sixth Basic Elementary, Scanning in Educational Education, 1396 (6), 94-112.

Hasan Moradi,N, (2016), Content analysis of the textbook, Tehran,Aijiz. Fifth edition.

Jian, Y. C., & Ko, H. W. (2017), Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study, Computers & Education, 113, 263-279.

Keklik, İ. (2011), A content analysis of developmental psychology sections of educational psychology textbooks used for teachers’ education in Turkey, Procedia-Social and Behavioral Sciences, 12, 393-398.

Maleki, H. (2018), Learning and Teaching theories, Tehran, Aijiz.

McTigue, E.M., Carlin, B., & Coleman, J. (2007), The integration of text and supporting graphics in science trade books, Presented at the annual meeting of the National Reading Conference (NRC), Austin, TX.

McTigue, E. M., & Flowers, A. C. (2011), Science visual literacy: Learners' perceptions and knowledge of diagrams, The Reading Teacher, 64(8), 578-589.

Niknafs, S., Aliabadi, K. (2013), Content Analysis and Its Role in Educational Process and in Designing Textbooks, Global Media Journal, 8(2)

Norman, R. R. (2012), Reading the graphics: what is the relationship between graphical reading processes and student comprehension?, Reading and Writing, 25(3), 739-774.

Nourian, M., Salem, S. (2015), The relationship between the text and the image in the second and the sixth grades of elementary science textbooks in Iran, Research in Curriculum Planning, 12(46), 104-116.

Nourian, M., (2014), Practical Guide to Content Analysis of Elementary Textbooks, Tehran, Shura.

Parks, M. (2018), Literature sources for primary environmental science teachers, Science Activities, 55(1-2), 46-57.

Pozzer‐Ardenghi, L., & Roth, W. M. (2005), Making sense of photographs, Science Education, 89(2), 219-241.

Rezaie, M., Belmane, P., Ahmadi, G. (2018), Analyze the contents of social science books in the third and fourth grades of the elementary school according to the components of context-base approach, Research in Curriculum Planning, 15(58), 123-135.

Samuels, S.J, Biesbrock, E & Terry, P.R. (2014), The effect of picture on children attitudes toward presented stories, The journal of educational research, 2(2), 243-246.

Slough, S. W., & McTigue, E. (2013), Development of the graphical analysis protocol (GAP) for eliciting the graphical demands of science textbooks, In Critical analysis of science textbooks (pp. 17-30), Springer, Dordrecht.

Slough, S. W., McTigue, E. M., Kim, S., & Jennings, S. K. (2010), Science textbooks' use of graphical representation: A descriptive analysis of four sixth grade science texts, Reading Psychology, 31(3), 301-325.