Κατεύθυνση Κοινωνικές Νευροεπιστήμες, Κοινωνική Παιδαγωγική και Εκπαίδευση
Library of the School of Education

2019-03-08

2019

Bitha Olga

Μαυρικάκη Ευαγγελία, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Βαλάκος Δ. Ευστράτιος, Καθηγητής, Τμήμα Βιολογίας, ΕΚΠΑ
Μυλωνάκου-Κεκέ Ζαφειρία Ηρώ, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ

Οι αναπαραστάσεις φυτών σε αλφαβητάρια και εγχειρίδια γλώσσας της Α' Δημοτικού

Greek

The illustrations of plants in the language textbooks of the First Grade Language of primary school

This research attempts to explore the illustrations of plants in the language textbooks of the First Grade Language of primary school and specifically aims at recording and analyzing the illustrations included in the language textbooks from 1950 to 1978 and in the current language textbook of the First Grade Language of primary school.
Despite their immense importance for the ecosystem, plants are appreciated less than animals (Patrick & Tunniclife, 2011; Schussler & Olzak, 2008). Wandersee and Schussler (2001) described this phenomenon as Plant Blindness and with this term they wanted to describe a situation that fails to help us not only to interpret the life of plants but also to realize their existence around us (Manetas, 2010).
The research is based on the corresponding theoretical framework of school textbooks, the illustration of textbooks and semiotic, as well as visual literacy.
The methodology used to conduct this research is a combination of individual research methods. Three research methods (quantitative content analysis, Kress & van Leeuwen's visual design grammar, and model construction) were used in order to implement the research.
Through the study of the language textbooks, based on their occurrence, it appears that illustrations with plants exist in about one-third of the total number of images, indicating a positive attitude towards the representation of the plants in the language textbooks. For the most part, the plants are only for observation without presenting ongoing actions and do not create any kind of connection-contact with the viewer since they are not illustrations of people or quasi-human participants. However, the large number of medium and close shots, the clear choice of the horizontal frontal reception angle and the high rate of viewing of the eye-level images in the pictures of plants suggests the relationship of plants with viewer intimacy, equality and intent "Engaging" with plants.

Education

plant, school textbooks, language textbooks, visual illustrations, content analysis, grammar of visual design, Plant Blindness.

No

0

Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2865439