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:: Decoding Images. A Study On A Greek Primary School Textbook ::

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MessagePosté le: Mar 20 Juin - 23:07 (2017)    Sujet du message: Decoding Images. A Study On A Greek Primary School Textbook Répondre en citant

This study investigates the functionality of the image in teaching, emphasizing in a Greek Primary School History textbook, given that in this lesson the image has a very important role, functioning as a basic source of knowledge. We have defined as research material all the textbooks’ images, which were analyzed in terms of their structural elements by a methodological tool based mainly on Social Semiotics. The current study does not aim to evaluate the textbook or its illustrative material but attempts to highlight through new examples the fact that every lesson, unit or chapter can be processed in the classroom using the illustration. It is essential that the student’s/observer’s eye should be exercised, so that it meets the multi-imaginal reality.

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What two special handbooks do you see in Chapter 8?Constitution Handbook and Citizenship Handbook In which chapters do you learn about the Civil War, and whose picture is presented?Chapter 16: 18611862 and Chapter 17: 18631865; Abraham Lincoln Who is pictured in the chapter entitled Changes in American Life?Immigrants approaching Ellis Island You will read about four different wars from Chapter 24 to the end of the book Understands the context of primary sources and applies vocabulary and comprehension strategies to figure out archaic languageOrganize your research It’s easy to organize your research with our built-in toolsYou think I'm stupid or something? No, noReaf began to pass out the two-page Scavenger Hunt sheetReaf walked over to him and put out his handeastern time, Monday through Friday Local to the D.CNo one movedFigure 1.1Later during the first quarter, MrNow, that being said, would you please open your books to the beginning of Chapter 1? Appropriately, Chapter 1 begins on page onePrimary and secondary sources may vary from the sequential narrative form that students see in textbooks, instead using structures such as problem/solution, main idea with supporting details, or compare/contrast42)Figure 1.5Reaf chose a tall Hispanic boy sitting in the back corner Doesn't recognize that informational texts have different structures than narrative fiction and consequently doesn't use these structures to aid in comprehensionThe first day of schoolalways a challengeHernandezI promise that all the answers are in thereWell, Carlos, and all of you sports fans out there, that is exactly what we should do with our new textbooksReaf began calling the roll Skips unknown words and doesn't reread to decipher their meaningHistorians try to reconstruct authors' purposes, intentions, and goals as well as understand authors' assumptions, world view, and beliefs (ppAlexandria, VA 22311-1714 Tel: 1-800-933-ASCD (2723) Fax: 703-575-5400 8:00 a.m Evaluates the sources cited by authors as to their reliabilityConsequently, when social studies is taught only in the context of past events and not related to today's issues, teachers fight an uphill battle for students' attentionHowever, even if readers have acquired these skills and can read fluently, they still may not be able to read critically, especially with historical textsletter–sound correspondences, syllable patterns, and morpheme patterns) and the primary word origins found in English words (i.eCalendar 79c7fb41ad

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