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Sökning: L773:1350 4622 OR L773:1469 5871 > Högskolan i Borås

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1.
  • Ljung-Djarf, A., et al. (författare)
  • Making sense of iconic symbols: a study of preschool children conducting a refuse-sorting task
  • 2015
  • Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 21:2, s. 256-274
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five years of age. From the children's verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.
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2.
  • Åberg-Bengtsson, Lisbeth, et al. (författare)
  • Young primary students making sense of text and illustrations about how refuse can become soil
  • 2017
  • Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 23:8, s. 1150-1168
  • Tidskriftsartikel (refereegranskat)abstract
    • © 2016 Taylor & Francis. Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrations facilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text.
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