| Abstract: |
The book has the potential to reach several parties involved in education processes. First of all, the content of the book can be seen as transdisciplinary, as the book addresses didacticians as researchers or those working in university education. Although the results of the research investigations are presented using geography as an example, the transferability of the results to other disciplines is considerable. Based on empirical data, the ambition of the book is to highlight the differential quality of visualization of curriculum content, as well as the positive or negative benefits of visuals in the learning processes of the elementary school pupils. It should be said that partial findings are also applicable to other school levels.
Secondly, the book addresses teachers (not only) of geography as one of the main actors in the educational process. When working with the textbook, the teacher has a limited choice of visuals that can be presented to the pupils. The teacher’s effective work with visuals (e.g. assigning learning tasks, using other information sources, combining other visuals or text) affects not only the pupils final knowledge, but also their skills to work effectively with different types of visuals, as well as their attitude towards the subject. The results of research investigations can be inspiring for teachers in the sense that these results can alert them to the features of visuals that pupils use in their learning processes and, on the contrary, to those that they do not.
Finally, and last but not least, the authors and publishers of school didactic resources, especially textbooks, may benefit from the contents of this publication. As it turns out, their conception is rigid in some aspects, but some sub-structural components are changing according to the current state of knowledge in science and new disciplinary and didactic trends. It can be assumed that the book has the potential to address educators of other disciplines than those mentioned above. The question of the quality of visualization and the understanding of its meaning is increasingly relevant, not only in education, but in the whole public space. This book can also be seen as a stimulus for further, more extensive research on the interaction between visuals and the learner’s internal cognitive system. |
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