Browsing by Author "Honkanen, Hilkka"

This study focuses on the uses of visual material (illustrations, tables, graphs, and videos) and their relation to text in upper secondary textbooks and the Finnish matriculation examination. There is not much research on how illustrations are being used in textbooks and high-stake exams, even though studies have shown positive results of the use of visual material in learning. The aim of this study was to provide more understanding on the roles of visual material and captions. The context of this study is influenced by the increase in visual communication, the central role of textbooks in Finnish classrooms, the critique towards textbooks that promote content instead of knowledge building skills, the national core curriculums that emphasize creative thinking and multiliteracy (LOPS 2015, LOPS 2019), and in the years 2016-2019 digitalized Finnish matriculation examination. The data of the research consists of the textbooks (printed and digital) of the first courses in psychology, biology, and English, and of the matriculation examinations (2018-2020) of these subjects. Altogether 488 visual elements with possible captions in textbooks and 127 in matriculation examinations were analyzed. The research approach used was qualitative, theory directive content analysis and the data were classified in categories in order to facilitate comparison. To support high-level learning, learning materials should support students in the areas of hierarchical building of concepts and theories, knowledge construction and application. The analysis showed that these features are somewhat more uncommon, and the main function of visual material is representative. Visual material has a significant role in textbook exercises and in the Finnish matriculation examination. However, they also carry some irrelevant, even cognitively burdensome features. Visual material in textbooks mainly indicates to the inner world of the textbook instead of external sources of information. The role of the captions in conveying the information was considered significant, especially when the pages of the books were abundantly illustrated. The visual material in printed and digital textbooks had only minor differences in their quality but notable differences in their quantity in this research. Based on this research visual material seems to have potential in both supporting learning and evaluating it, but illustrations should be used with consideration and care to avoid confusion and burdening the student.