Please use this identifier to cite or link to this item: https://apothesis.eap.gr/handle/repo/18925
Title: Ανάλυση εικονογράφησης σχολικού εγχειριδίου χημείας Β' Γυμνασίου
Authors: ΜΑΡΑΒΕΛΗΣ Σ.ΙΩΑΝΝΗΣ
Issue Date: 6-Nov-2008
Abstract: AbstractThe two basic semiotic systems used in school handbooks are written speech and illustration. The illustration is a particular semiotic system of communication that conveys its own messages to the students and creates its own relationships with them.This diplomatic project aims at analyzing the illustration work of the school Chemistry textbook for the second grade of high school based on a grid of analysis that allows the categorization of the visual images, according to their degree of accordance with the human visual perception – to realistic, conventional and hybrid representations – and according to their function to narrative, classificational, analytical and metaphorical representations. Its also allows for the estimation of the degree of the content specialization of the visual images, the estimation of the degree of formation, elaboration and the total organization of the visual code used, as well as the specification of the fields of educational practice (internal, metaphorical, public and mythical) that are projected in the illustration of the textbook.Resulting from the analysis, in the illustration of the school text book the realistic type images prevail – that do not use particular elements of symbolism -, but without visual images that follow the scientific conventions being absent. In all types of visual images the prevalent function is the narrative one. The explicit visual images prevail over the non explicit ones in the total amount of the visual images. The visual images, in their majority, present a scientific content specialization, but they are not characterized distinguished for their high degree of formation, elaboration and organization of their representational code. The tendency for strong scientific specialization is greater, as far as type is concerned in the conventional representations and the hybrids, while as far as function is concerned in the classificational, narrative and analytic representations. High formality characterizes the one forth of the conventional representations and a less percentage of realistic representations, while they are no hybrids with a high formality. The visual images with a high formality have, in their vast majority, a strong scientific specialization, while only a small part of the images with a strong scientific specialization have also high formality.The combination of the classification and the formality of the visual images contribute to the projection especially of the metaphorical and public field of practice in the representations of the textbook. The version of scientific knowledge presented by the illustration of the school textbook, aims the transposition of school knowledge, from the internal field of science to the metaphorical field and to the public domain.This fact seems to be putting the students in a non privileged position, because the organizational principles of the book they are obliged to use are not shaped accordingto the strict frame of Natural Sciences and will not be available to them.
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