Publication at Faculty of Science |
2015
Abstract
The study presents selected results of an analysis of biology, history and mathematics textbooks, with particular attention devoted to the development of map skills facilitated by these educational tools. Among other information, results show considerable randomness in the presence of maps and map utilizing learning tasks in mathematics and biology textbooks, and furthermore the predominant development of less cognitively demanding map skills.
At the end of this study, selected findings are compared and discussed with the results of works with similar focus.