Researching Textbooks and Educational Media from Multiple Perspectives: Analysing the Texts, Studying Their Use, Determining Their Impact
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Stig Toke Gissel (Ed.) Researching Textbooks and Educational Media from Multiple Perspectives: Analysing the Texts, Studying their Use, Determining their Impact IARTEM 2019 15th International Conference on Research on Textbooks and Educational Media UCL University College Laeremiddel.dk - The Danish National Centre of Excellence for Learning Resources Odense, Denmark, 11-13 September 2019 ISBN: 978-87-971113-0-7 Table of contents S. T. Gissel T. Arai & K. Kageura Introduction 5 The relationship between the given and anticipated range of knowledge in Educational resources as texts: textbooks: A quantitative analysis of Japanese science textbooks from the 5th to Analyses of design and learning 8th grades 94 potential Educational resources: The A. Chauvigné From the wall to the page: what does the educational resource as symptomatic school textbook do with paintings? 8 of/or embedded in contextual structures and constructs J. J. Hansen Learning platform pedagogic: learning A. Eilard platforms as a pedagogical framework, Subtle racial patterns in textbooks 107 pedagogical planning tool and time and place of learning 20 J. V. Wiele Christianity and the lotus 117 L. C. F. Hegeto, I. S. Pocote & T. C. dos Reis Pedagogical knowledge in the training of M. R. Akue & E. Bruillard teachers: analysis of a textbook 31 Renewing teaching resources by nurturing human networks: an analysis of a design L. I. Skov & D. Carlsen teachers’ network 130 s Orality in the learning of a textbook 40 s M. E. Cebrián T. A. Santon, A. A. Martins & N. M. D. Garcia Gender and intercultural identity in ASD The recent Brazilian academic production (Autism Spectrum Disorder) textbooks and about physics textbooks in national educational media. Are we reproducing journals 51 attitudes from the past? 142 F. E. Nascimento, L. C. Chaves & T. M. F. B B. H. C. Lous & T. M. F. B. Garcia Garcia Meanings of contextualizations in Physics’ Guide manuals for teachers: teaching textbook from The National Program of physics knowledge in the early years of Textbook 151 elementary school 62 D. M. Gois & T. M. F. B. Garcia J. L. Lima & T. M. F. B. Garcia Indigenous history and culture in Brazilian The relationship between textbooks and history textbooks: rules and practices 163 other resources. Digital educational objects suggested in the PNLD Physics textbooks E. A. Vieira & T. M. F. B. Garcia 72 Young students and the PNLD textbooks in a settlement school: specificities in the L. M. Cunha & T. M. F. B. Garcia rural schools of Brazil 175 Guidelines on Physics evaluation processes present in teacher’s manuals distributed by the PNLD (Brazil) 83 Students’ use of educational resources M. Makovský Didactic materials and ways of their use A. K. S. Runestad during preparation for Art Education “We do the cleverest we can” - Adaptation lessons in basic education 272 strategies in first-grade pupils’ preliminary reading of pedagogical screen text 186 E. L. Souza & N. M. D. Garcia Science textbook: (re)signifying its usage in D. Ruge a countryside school 285 Multimodality and health education - integrating digital learning materials in R. A. Kusman & T. M. F. B. Garcia primary school. A single case study of The perspective of Natural Science teachers teacher, student and researcher on the meaning and use of didactic collaboration 195 materials in the final grades of Elementary School 294 Teacher’s selection and use of R. Borowicc & T. M. F. B. Garcia educational resources Processes of production, selection and use of teaching resources in literacy classes in C. F. Aguiar & N. M. Garcia rural areas 304 The physics’ textbook and the production of the real curriculum 207 J. R. Rodríguez, D. Álvarez-Seoane & M. C. Rodríguez C. Barbier & E. Bruillard Analysis of the characteristics of digital New resources creating tensions in teachers’ didactic materials used and elaborated by activity: The case of the Education Through teachers. Case study of two primary schools Research model and the Student-Researcher in Galicia (Spain) s 315 Digital Notebook 216 G.-L. Baron & E. Voulgre Systems of resources for science teaching in J. J. Hansen & S. T. Gissel high school: a French case study 331 Discourses of Danish as a subject on learning platforms: didactic analysis of courses for Danish L1 teaching 227 Innovative design and the production process of learning resources J. A. Poulsen Knowing or doing history? 242 B. F. Jensen & S. K. Jacobsen Criteria for designing teaching and learning K. Kiær & T. R. S. Albrechtsen resources to bridge curricular disconnects in Literacy coaches and the dilemmas in English at Danish primary school level 343 supporting teachers’ use of learning materials 253 H.-Y. Li How do textbooks demonstrate M. Ortega-Roldán, N. Martínez-Valcárcel & M. competency-based design? Viewpoints of J. Baena-Sánchez senior high school mandarin editors in Printed material and digital media in Taiwan 357 teaching History: presence and frequency in the classroom 264 Y. T. Bóo, J. R. Rodríguez & A. C. Torres Teaching materials in hospital classrooms. A proposal to meet the specific needs of your students 370 Introduction 4 Stig Toke Gissel UCL University College, Odense, Denmark [email protected] Researching Textbooks and Educational Media from multiple perspectives: Analysing the texts, studying their use, determining their impact The theme of the 2019 IARTEM conference reminds us, that textbooks and educational media can and should continue to be researched from different perspectives, with various aims, and with relevance to a range of actors. Artifacts that are used as educational resources by teachers and students mediate between the world around the school, curriculum, and subject content on the one hand and students on the other. The relevance of studying the design of educational resources and their potential for fostering new insights, skills or competencies in students persists. However, we know that the relation between learning resource and student learning is by no means straightforward. The student is an actor with individual conditions, needs, interests and intentionality. The teacher mediates to what extent and how the intended design of the educational resource is enacted, redesigned or even abandoned in the classroom. Furthermore, it would be naïve to neglect the influence of actors and contextual factors on different levels in the context that surrounds the classroom. All actors participating in or influencing the use of the educational resource are worthy of scientific study. It follows, that the question of the outcome of learning resources is equally complicated. What kind of outcome are we interested in and outcome for whom? Are we interested in measuring student learning outcome, observe behavioral changes or map students’ or teachers’ perceived gains, motivation or critique? Under what circumstances can we generalize our findings from one specific educational resource design to other designs? Is the relevance of determining outcome of using a specific educational resource to make teaching more efficient, to show that innovative designs work, or do we contribute to theoretical development? It is obvious that the continuous study of learning materials from various perspectives remains essential for student learning and students’ development from a broader perspective, for promoting equal opportunity and for empowering teachers to support their students in their development. For those reasons, the significance of an international network of researchers dealing with the complex issues mentioned in this introduction can hardly be overestimated. These proceedings show the diversity in objects of study, methodologies and theoretical bases that also characterized the exchange of insights and research at the IARTEM19. 5 The process behind publication of the conference proceedings Everyone who presented a contribution to the Odense conference was invited to submit a paper for the proceedings. Alternatively, it was possible to submit more elaborated research papers for the IARTEM eJournal and the Danish journal Learning Tech. Manuscripts were to be written in English and not exceed 3.500 words. Emil Back Olsen (UCL) has been in charge of collecting the proposals and for the correspondence with authors. A review board of Danish researchers was assembled to ensure the academic quality of accepted papers in a peer review process and to suggest improvements to the authors. Trine Ellegaard (UCL) and Kamilla Bjørnskov Madsen (UCL) are responsible for the layout of the proceedings. Stig Toke Gissel (UCL) is the editor of the proceedings. Presentation of the proceedings 33 texts were accepted for publication in the 2019 IARTEM proceedings. The texts have been grouped in three main themes: Theme # 1: Educational resources as texts Subtheme 1A: Educational resources as texts: Analyses of design and learning potential. Subtheme 1B: Educational resources as texts: The educational resource as symptomatic of or embedded in structural, conceptual or ideological constructs. Studies under this theme either share an interest in investigating the design and learning potential of learning resources, or adopt a broader perspective by focusing on how structural, conceptual or ideological constructs are represented or appear in learning resources. Theme # 2: Studies of use Subtheme 2A: Students’ use and outcome of using educational resources. Subtheme 2B: Teachers’ selection and use of educational resources. Papers studying use of learning resources are focused on student use or outcome or teachers’ selection