2,624 research outputs found
Was jenseits des Rahmens liegt: Wie wird der “blinde Fleck” des Fotos gefüllt?
Get PDFThis article discusses the processes of the interpretation of photos from a semiotic perspective. The main
data-set covers drawings by Finnish high school students. These drawings depict the “blind field”—that is,
the empty space surrounding the photo’s frames—of a photo taken in New York City. Every photo is framed in
some way as it reveals only a part of the landscape it attempts to depict. Theoretically, it is argued that one’s life
experience, education, and social relationships among other things affect how the viewer fills in the blind field.
Therefore, the blind field is said to be the source of meanings in relation to a photo. Ontologically, photos are
not understood as objective re-presentations of the world, but as subjective worldviews as photos are always
taken by somebody and looked at by someone. This interaction between the photographer and the viewer is
approached by asking: to what extent do the blind field and the students’ drawings in the blind field explain the
meanings of the photo? This is a relevant question when taking into consideration the fact that a student’s way
of interpreting photos in, for instance, geography textbooks might differ from that of the geography teacher.
Therefore, the main argument of this study is that photos should not be taken for granted. Moreover, the ele ments that are not made visible in the photo also form an important part of the interpretation of photos.Den Gegenstand der vorliegenden Arbeit bildet die Interpretation von Fotos aus einer semiotischen Perspektive. Finni sche Schülerinnen und Schüler der Sekundarstufe fertigten Zeichnungen an, auf denen diese den sogenannten „blinden
Fleck“ (den nicht abgebildeten Raum um einen Bildausschnitt herum), eines in New York City aufgenommenen Fotos er gänzten. Auf jedem Foto wird jeweils nur (ein vom Fotografen bestimmter) Ausschnitt einer Szene abgebildet (in diesem
Fall einer Stadtlandschaft). Auf welche Art und Weise ein Individuum den „blinden Fleck“ füllt, wird unter anderem von
individueller Lebenserfahrung, Bildung und sozialen Hintergründen beeinflusst.Vor diesem Hintergrund kann an der Art
und Weise, wie der „blinde Fleck“ zeichnerisch ausgefüllt wird, auf Bedeutungszuschreibungen des Fotos geschlossen
werden. Ontologisch bilden Fotos keine objektive Darstellung der Welt. Von Individuen aufgenommen und von Individuen
betrachtet, spiegeln Fotos deren subjektive Weltwahrnehmung wider. Die Interaktion zwischen Fotograf und Betrachter
lässt sich am Beispiel der Schülerzeichnungen des ”blinden Fleckes“ erschließen. Hier wird der Frage nachgegangen, zu
welchem Ausmaß die zeichnerischen Ergänzungen der Fotos im „blinden Fleck“ Bedeutungszuschreibungen der Fotos
erklären. Die Relevanz dieser Frage lässt sich anhand einfacher Beispiele, wie der unterschiedlichen Interpretation eines
im Schulbuch abgebildeten Fotos durch die Lehrkraft einerseits und die Lernenden andererseits erklären. Vor diesem
Hintergrund sind für die Deutung des Fotos solche Elemente der Schülerzeichnungen besonders relevant, die auf dem
Fotoausschnitt nicht abgebildet und somit dort nicht sichtbar sind
Kuvien käyttöä vai tulkintaa : Valokuvan semioottisten funktioiden puntarointia koulumaantieteessä
Get PDFNon peer reviewe
Kuvien käyttöä vai tulkintaa: Valokuvan semioottisten funktioiden puntarointia koulumaantieteessä
Get PDFFinnish Early Childhood Education Student Teachers’ Mental Images of the Environment
No full textThis article explores Finnish early childhood education student teachers’ mental images of the concept of the environment. The empirical dataset consists of drawings made by the student teachers (n = 106) and their written reflections (n = 40). A qualitative content analysis was performed on the drawings, utilizing the concepts of geography. Consequently, the elements of the natural environment, the built environment, public space, and private space in the drawings were explored. The results show that over half of the drawings do not depict any elements of the built environment, which is why these drawings depict the concept of nature rather than that of the environment. In everyday language, ‘nature’ is often regarded as a synonym for the ‘environment’. In addition, more than 80% of the drawings lacked people. The natural environment, instead, was depicted as ideal without any environmental problems. The results suggest that the student teachers do not associate people and the built environment with the concept of the environment, culminating in a lack of interaction between people and the environment. Therefore, the study recommends diversifying student teachers’ perceptions of the environment. Future teachers who have a better conceptual understanding of the environment are more likely to provide children with increased opportunities for exploring and investigating both the natural environment and the built environment
Geographical Reading of the “Global Warming Ready” Advertisement
Get PDFGeo-media tools and resources were introduced as a new set of skills in the reformed Finnish national core curricula for basic and upper secondary school education in 2016. In this article, geo-media skills are understood as geographical media literacy skills. To illuminate these skills, an advertisement by Diesel (2007) entitled "Global Warming Ready" was shown to Finnish and international experts on geography education (n = 6), Finnish geography teachers (n = 19), and Finnish high school students (n = 7), and asked what sorts of geographical phenomena they recognized in the advertisement. The results showed that the experts were not enthusiastic about using the advertisement in school geography teaching, the teachers saw it as a mean of motivating the students to discuss global warming, and the students interpreted the geographical content of the advertisement in a holistic and profound manner.Geo-media tools and resources were introduced as a new set of skills in the reformed Finnish national core curricula for basic and upper secondary school education in 2016. In this article, geo-media skills are understood as geographical media literacy skills. To illuminate these skills, an advertisement by Diesel (2007) entitled "Global Warming Ready" was shown to Finnish and international experts on geography education (n = 6), Finnish geography teachers (n = 19), and Finnish high school students (n = 7), and asked what sorts of geographical phenomena they recognized in the advertisement. The results showed that the experts were not enthusiastic about using the advertisement in school geography teaching, the teachers saw it as a mean of motivating the students to discuss global warming, and the students interpreted the geographical content of the advertisement in a holistic and profound manner.Peer reviewe
Evidence based leadership
No full textAuthor Markus PodduikinMasterarbeit Johannes Kepler Universität Linz 2024Arbeit gesperr
Improving the search for monitoring tools using recommender technology
No full textAuthor Markus Eisl BSc.Masterarbeit Universität Linz 2023Arbeit gesperr
Improving the search for monitoring tools using recommender technology
No full textAuthor Markus Eisl BSc.Masterarbeit Universität Linz 2023Arbeit gesperr
metal-organic framework 4H, 4H-octafluoroazobenezene perfluoroazobenzene
No full textauthor: Markus RödlKumulative Masterarbeit aus einem ArtikelMasterarbeit University of Innsbruck 2022Arbeit gesperr
metal-organic framework 4H, 4H-octafluoroazobenezene perfluoroazobenzene
No full textauthor: Markus RödlKumulative Masterarbeit aus einem ArtikelMasterarbeit University of Innsbruck 2022Arbeit gesperr
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