Development of the Graphical Analysis Protocol (GAP) for Eliciting the Graphical Demands of Science Textbooks

Abstract

School-based science textbooks have morphed in format and now mimic the layout of webpages and science trade books, with typical layouts including photographs, table, textboxes, flowcharts, drawings, and a myriad of other visual representations. Teachers report preference for these high visual-content books to traditionally formatted textbooks. While an increasing visual presence in science has been noted by many and explored in both middle and high school science textbooks, there is little information available about the graphical demands of science textbooks. Additionally, there is little research exploring the manner in which verbal and visual text work together. We discuss the development of a new instrument, the Graphical Analysis Protocol (GAP), based on four principles: (1) graphics should be considered by form and function, (2) graphics should help a viewer build a mental model of a system, (3) graphics and texts should be physically integrated, and (4) graphics and texts should be semantically integrated and discuss three research articles utilizing the GAP instrument for unique science textbooks.

Appendices

Appendix

Graphical Analysis Protocol (GAP)

Working Definitions and Codes

Part I: Text (At This Point You Code at the Page Level)

Within one chapter, the text structure may show different structures and levels of interaction.

• 1. Text Structure:

  • 1. L   Linear (the text moves from left to right and top to bottom)

  • 2. NL Non-Linear (the text direction is weblike or circular in organization, e.g., Space Encyclopedia)

• 2. Text Reader Interaction:

  Coded on a 1–4 scale.

  • 1. Informational/passive voice, transmission model.

  • 2. The text uses the second person (i.e., you) occasionally to sound as if it is speaking to the reader.

  • 3. The text encourages active reading by requesting that the participant makes predictions, have reactions, or poses questions.

  • 4. The text encourages the reader to actively participate (e.g., put your hand on your head).

• 3. Format of the Page

  • 1. Single page: the graphics were within the boundaries of one page.

  • 2. Folio: the graphics spread across facing pages.

• 4. Multimedia Proportion

  (Looking at a two-page spread) the coders will determine if:

  • 1. Graphics > texts

  • 2. Graphics = text

  • 3. Texts > graphics

Part II: Graphics (Now You Code at the Individual Graphics)

Note About Numbering In the case of multiple graphics, each graphic will be given a page number and a letter (e.g., 4a, 4b, etc.). The numbering will start at the top left of the page and continue clockwise.

• 5. Color:

  • 1. COL color

  • 2. BW  black & white

• 6. Classification of Graphic

  • 1. Photograph. (Only)

  • 2. Naturalistic drawing – All the features of the subject are depicted in detail.

  • 3. Stylized drawing – Graphics are delineated only with their outlines or in symbolic drawing.

  • 4. Picture glossary – Parts of the pictures are named with labels.

  • 5. Scale diagram – A scale is displayed beside the subject for indicating size, temp., distance, etc..

  • 6. Flow chart – cycle – Arrows or numbers are marked among stages in a circular process.

  • 7. Flow chart – sequence – Arrows or numbers are marked to indicate the stages in a linear process.

  • 8. Cutaway/cross section – Internal parts or process are marked with labels.

  • 9. Maps – Geographic features, like mountains or buildings, are marked to show spatial relation to others.

  • 10. Tables – Tables are composed of cells, which are the products of rows and columns.

  • 11. Graphs/histograms – Quantity information is recomposed in the format of relative graphs.

  • 12. Hybrids – Two or more graphics mentioned above are involved.

• 7. Systematicity – (Consider the Words in Labels/Captions)

  • 1. Low – the graphic depicts an isolated unit, not integrated into a larger system. For example, labels the parts of a machine but not how the parts move.

  • 2. Medium – the graphic depicts some aspect of the system. For example, there are arrows or labels that demonstrate movement, but there is not a “before” and “after.”

  • 3. High – the graphic would help viewers build a mental model of a system. For example, the graphic shows three frames of a time series depicting how change occurs over time.

Part III: Integration

• 8. Contiguity

  • 1. Unconnected

  • 2. Distal – on different pages

  • 3. Facing – on the same page spread but different pages

  • 4. Direct – the graphic and text are adjacent

  • 5. Proximal – on the same page

• 9. Indexical Reference

  • 1. Text does not reference the graphic

  • 2. Text references the graphics (e.g., see Figure 2.1)

• 10. Captions

  • 1. No captions.

  • 2. Caption identifies the target of the graphic but does not provide details.

  • 3. Caption provides a description of the graphic with details and associates the graphic to the main text.

  • 4. Caption actively engages viewer (e.g., asks a question, poses a task).

• 11. Semantic Relations

  How the information in the text and graphic are related:

  • 1. DEC = decorative – adds affective component, does not support text w/meaning.

  • 2. REP = representational – directly shows what was in the text (add concreteness).

  • 3. ORG = organizational – adds coherence by putting the information within a greater scheme. (e.g., a scale diagram compares relative size).

    CONNECTION = represents the information in the text and adds new information. The reader may need to make connections to text. The reader may also need to use global information needed to make inference on how to interpret the image and link it to the text.

  • 4. C-1. An image with a score of 1 would be easy to interpret and add some additional information that would clearly link to the text.

  • 5. C-2. An image with a score of 2 would be relatively easy to interpret, but the link between the text and the new information would be less concrete. For example, the caption could use different verbiage.

  • 6. C-3. An image with a score of 3 would add new information, but the image would require background knowledge and scrutiny to derive its meaning.