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Can we take young p...
Can we take young pupils’ understanding of Illustrations for granted? Investigating multi-modally presented learning-contents in school science and mathematics
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- Åberg-Bengtsson, Lisbeth (author)
- Högskolan i Borås,Institutionen för Pedagogik
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von Zeipel, Hugo (author)
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- Ottosson, Torgny (author)
- Högskolan i Borås,Institutionen för Pedagogik
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- Beach, Dennis (author)
- Högskolan i Borås,Institutionen för Pedagogik
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(creator_code:org_t)
- 2011
- 2011
- English.
- Related links:
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http://www.eera-ecer...
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https://urn.kb.se/re...
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Abstract
Subject headings
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- New ways of presenting information have affected both contemporary society and education. School textbooks and other teaching aids for young pupils nowadays typically include, or sometimes entirely build on, illustrations and visual information. During the latest decades our view on literacy has shifted towards also comprising, as a necessity, visual and multimodal literacies Kress (2003). When using visual information in education, the transparency of pictures and models is often regarded as unproblematic. However, transparency is not an innate quality of illustrations and cannot be taken for granted (Pintó & Ametller, 2002). On the contrary, visual information is always coded and interpretations are always related to culture and context, so we must always ask what aspects of illustrations are easily understood by our young pupils’ and what aspects may be stumbling blocks for them.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- NATURVETENSKAP -- Matematik (hsv//swe)
- NATURAL SCIENCES -- Mathematics (hsv//eng)
Keyword
- Lärarutbildning och pedagogisk yrkesverksamhet
- Teacher Education and Education Work
Publication and Content Type
- ref (subject category)
- kon (subject category)
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