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W 911.3 S. Novdkovd, S. Bucher, B. MidSfkovd Scientific supervisor - PhD, RNDr. S. Bucher

University of Presov in Presov

COMPARATIVE ANALYSIS OF CHOSEN FINNISH AND SLOVAK GEOGRAPHY TEXTBOOKS

Introduction: Important tools in education are teaching materials. Among these materials we can also include textbooks, which have an unsubstitutable role during the educational process. Textbooks have been subject of research for a long time. Researchers ([6], [12], [13], [14], a.o.) have a number of foreign and domestic publications at their disposal that analyze the functions of textbooks, show how to study and evaluate textbooks, how to write and work with them. By closer examination and comparison of the structure of textbooks in Finland, it is possible to detect differences and potential deficits in Slovak textbooks, which can help to create the new proposals for structural changes and their subsequent establishment in practice, not just in textbooks, but also in other study materials, therefore ensure quality growth levels of school education.

Presentation of fundamental material: Creating textbooks, mainly their content, structure and graphics, is trying to adapt to the latest global trends. Textbooks are based on the curriculum content standards, and define and specify the content and curriculum range of the school subject in the specific grade [11]. With evaluating textbooks are explored various elements by using different evaluation methods. Our assessment of the quality of textbooks is limited by the language barrier, so we abandoned our research survey of semantic and syntactic components. We focused on the visual design of textbooks, their content range of thematic units and didactic textbooks ratio. Prucha [11] evaluates textbook according to the level of textbook didactic facilities, which is based on the evaluation of utilization of verbal and visual components range in the textbook. He divides components into three categories: presentation apparatus curriculum, curriculum management apparatus and apparatus orientation in the textbook.

In Finland, there are two major companies focused on writing geography textbooks. One of them is SanomaPro and second one is OTAVA. The objects of comparison and analysis are Finnish OTAVA geography textbooks for the seventh [1], [2], eighth [2], [3] and ninth [4] grade and Slovak geography textbooks for the fifth [9], sixth [5] seventh [10] and the eighth [8] grade in primary schools. These geography textbooks are designed for students at about the same age and the aim of this analysis is to evaluate their outer form, content and didactic demands. The main way of inquiries was done by determination of parameters and characteristics and providing information through interviews.

The comparison of Finnish and Slovak textbooks: While examination of the sub-criteria evaluation of textbooks, we can create an overall picture of the textbook quality, because textbooks are one of the holders of the quality in education. In case © Novakova S., Bucher S., MiCSikova B., 2013

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o f t e x t b o o k s s u r v e y , w e e v a l u a t e d s e l e c t e d F i n n i s h a n d S l o v a k t e x t b o o k s o n o u r e s t a b l i s h e d c r i t e r i a bas i s .

Visual design: I n e v a l u a t i n g t e x t p a r t , b i g g e r t e x t r a n g e h a s b e e n o b s e r v e d i n S l o v a k t e x t b o o k s t h e n i n F i n n i s h o n e s . T h i s i m p l i e s t h a t s t u d e n t s i n S l o v a k i a a r e s t i l l m o r e o r i e n t e d o n i n f o r m a t i o n g i v e n i n t h e f o r m o f t e x t . F i n n i s h t e x t b o o k s t e n d t o f o c u s o n n o n - t e x t c o m p o n e n t s w h i c h h e l p s t u d e n t s d e v e l o p t h e i r c r e a t i v i t y , o p i n i o n s a n d a t t i t u d e s , a n d s t a t e t h e i r case . W h i l e i n F i n n i s h t e x t b o o k s w e h a v e t h e o p p o r t u n i t y t o w a t c h h i g h n o n - t e x t u a l d i s t r i b u t i o n o f c o m p o n e n t s , i n S l o v a k t e x t b o o k G e o g r a f i a p r e 5 . r o c n i k ( w h e r e t h e l a r g e s t p r o p o r t i o n o f t h e i m a g e i s e x p e c t e d ) , w e c a n see a s i g n i f i c a n t d e f i c i t o f t h e n o n - t e x t p a r t . T h e e x p e c t a t i o n i s t h a t f o r t h e p u p i l s i n l o w e r g r a d e s i s s i g n i f i c a n t l y m o r e n e c e s s a r y v i s u a l r e p r e s e n t a t i o n o f c o m p o n e n t s t o b e t t e r u n d e r s t a n d i n g t h e t o p i c b e i n g a c q u i r e d . W e o b s e r v e d t h e p r e s e n c e o f m a p s i n a l l t e x t b o o k s . Geography textbooks must be based on the map, as a map is alpha and omega of geography, its second language... [ 1 4 ] . B y e x a m i n i n g t h e a r e a e f f i c i e n c y i n t e x t b o o k s , w e m e a s u r e d a p p r o x i m a t e l y t h e s a m e v a l u e s t h a t o s c i l l a t e d a r o u n d a v a l u e o f a b o u t 6 0 % .

F u r t h e r i s s u e e x p l o r a t i o n w a s t h e content and the range o f t o p i c s i n g e o g r a p h y t e x t b o o k s . W h e n w r i t i n g t h e t e x t b o o k s , F i n n i s h a n d S l o v a k a u t h o r s s t a r t e d w i t h g e n e r a l v i e w o f t h e w o r l d , t h e r e g i o n a l c h a r a c t e r i s t i c s o f t h e c o n t i n e n t s , a n d f i n a l l y o f t h e c h a r a c t e r i s t i c s o f F i n l a n d a n d S l o v a k i a . I n a l l t e x t b o o k s , w e o b s e r v e d c o l o u r t h e m a t i c u n i t s i n t h e c o n t e n t p a r t o f t h e e a r l y b o o k s . T h i s c o l o u r d i f f e r e n c e h e l p s t o b e t t e r o r i e n t a t i o n i n t h e b o o k . F i n n i s h a n d S l o v a k t e x t b o o k s d e s c r i b e t h e s a m e c o u n t r i e s i n t h e A m e r i c a n c o n t i n e n t . C o u n t r i e s o f A s i a a n d A f r i c a a r e w e l l -c h a r a c t e r i z e d i n S l o v a k t e x t b o o k s , as t h e y a r e d i v i d e d i n t o d i f f e r e n t a r e a s b y l o c a t i o n . A l s o c o n t e n t o f b o o k s d e a l i n g w i t h E u r o p e i s d i f f e r e n t . F i n n i s h t e x t b o o k s g i v e t h e p h y s i c a l a n d h u m a n g e o g r a p h y o f c o u n t r i e s t h a t a r e s i m i l a r , o r h a v e s i m i l a r c h a r a c t e r i s t i c s . W h e r e a s i n t h e S l o v a k t e x t b o o k s , E u r o p e i s d i v i d e d i n t o d i f f e r e n t z o n e s - C e n t r a l , W e s t e r n , N o r t h e r n , S o u t h e r n , E a s t e r n a n d S o u t h e a s t e r n .

D i d a c t i c equipment i s t h e a b i l i t y o f t e x t b o o k s f u l f i l s i t s p r i m a r y f u n c t i o n i n t h e p rocess o f i t s u s e i n t h e c l a s s r o o m a n d M i d i v i d u a l w o r k . W e f o c u s e d o n c o m p o n e n t s o f w h i c h t h e a u t h o r s h a d t h e o p p o r t u n i t y t o u s e i n c r e a t i n g t e x t b o o k s . A c c o r d i n g t o t h e n u m b e r o f v e r b a l a n d p i c t o r i a l c o m p o n e n t s , t h e p r e s e n t a t i o n a p p a r a t u s c u r r i c u l u m i s m o s t h i g h l y r e p r e s e n t e d i n a l l F i n n i s h g e o g r a p h y t e x t b o o k s w i t h a c o e f f i c i e n t o f 9 2 . 8 6 % . I n t h e S l o v a k t e x t b o o k s i s t h e a v e r a g e o c c u p a n c y r a t e o f 7 5 % . C o e f f i c i e n t e v a l u a t i o n o f t h e c u r r i c u l u m m a n a g e m e n t a p p a r a t u s i n t h e t e x t b o o k i s i m p o r t a n t n o t o n l y f o r t h e t e a c h e r b u t a l s o f o r s t u d e n t s . T h e a v e r a g e c o e f f i c i e n t o f F i n n i s h ( 5 9 . 7 2 % ) a n d S l o v a k t e x t b o o k s ( 5 8 . 3 3 % ) i s a p p r o x i m a t e l y t h e s a m e . W h e n m e a s u r i n g t h e c o e f f i c i e n t o f u s i n g t h e a p p a r a t u s o r i e n t a t i o n , w e m e a s u r e d o u t t h e s a m e v a l u e , 7 5 % , i n a l l g e o g r a p h y t e x t b o o k s .

C o e f f i c i e n t o f u s i n g v e r b a l c o m p o n e n t s w a s d e t e r m i n e d f r o m t h r e e p r e v i o u s a p p a r a t u s . T h e a v e r a g e u t i l i z a t i o n r a t e o f v e r b a l c o m p o n e n t s i n t h e F i n n i s h t e x t b o o k s i s 6 5 . 7 4 % a n d i n S l o v a k i t i s 6 1 . 1 1 % .

T h e b e s t t e x t b o o k s e q u i p p e d w i t h v i s u a l c o m p o n e n t s a r e F i n n i s h , 1 0 0 % . I n t h e S l o v a k t e x t b o o k s w e r e m e a s u r e d t w o d i f f e r e n t v a l u e s o f 8 8 . 8 9 % ( [ 9 ] , [ 8 ] ) a n d 7 7 . 7 8 % ( [ 5 ] , [ 1 0 ] ) .

T h e o v e r a l l c o e f f i c i e n t o f d i d a c t i c e q u i p m e n t i s h i g h e r i n F i n n i s h g e o g r a p h y t e x t b o o k s ( 7 4 . 3 1 % ) t h a n i n S l o v a k ( 6 6 . 6 7 % ) . F r o m w h e n c e i t f o l l o w s t h a t t h e F i n n i s h t e x t b o o k s a r e m u c h b e t t e r e q u i p p e d t h a n S l o v a k o n e s . A m o n g t h e t e x t b o o k s e x a m i n e d i s t h e b e s t e q u i p p e d S l o v a k g e o g r a p h y t e x t b o o k G e o g r a f i a p r e 5 . r o d n i k ( 7 7 . 7 8 % ) . T h e w o r s t d i d a c t i c e q u i p p e d g e o g r a p h y t e x t b o o k i s S l o v a k t e x t b o o k , G e o g r a f i a p r e 7 . r o c n i k ( 5 2 . 7 8 % ) .

Conclusion: B y m u t u a l c o m p a r i s o n o f t e x t b o o k s , w e c o n c l u d e d t h a t t h e F i n n i s h a n d S l o v a k t e x t b o o k s h a v e n e a r l y i d e n t i c a l c o n t e n t , b u t t h e i r w o r k m a n s h i p s t r u c t u r e i s d i f f e r e n t . T h i s f i n d i n g s u g g e s t s t h a t b o t h t h e F i n n i s h a n d t h e S l o v a k t e x t b o o k s h a v e s o m e d e f i c i e n c i e s , b u t t h e y a l s o o f f e r t h e s p a c e f o r t h e i r f u r t h e r i m p r o v e m e n t .

References: 1. Leinonen, M., Martikainen, A., Nyberg, T, Veistola, S., Jortikka, S. KM Amerikka. - Helsinki: OTAVA, 2011. - 155 s.; 2. Leinonen, M, Martikainen, A., Nyberg, T., Veistola, S., Jortikka, S. KM Eurooppa. - Helsinki: OTAVA, 2011. - 103 s.; 3. Leinonen, M, Martikainen, A., Nyberg, T, Veistola, S., Jortikka, S. KMMaailma. -Helsinki: OTAVA, 2011. - 129 s.; 4. Leinonen, M., Martikainen, A., Nyberg, T, Veistola, S., Jortikka, S. KM Suomi. - Helsinki: OTAVA, 2011. - 164 s.; 5. Likavsky, P, Ruzek, I . , Vankovd, Z., Ruzekovd, M. GEOGRAFIA pre 6. rocnik zakladnych skol a 1. rocnik gymndzii s osemrocnym studiom. - Harmanec: VKU. akciovd spolocnosi, Harmanec, 2009. - 80 s.; 6. Nogovd, M„ Reiterovd, M. Kurikulum aucebnice z pohl'adu pedagogickeho vyskumu. - Bratislava, Stdtny pedagogicky ustav Bratislava, 2009. — 232 s.;7. Novdkovd, S. Geogrqficke vzaeldvanie vo Finsku —vybrane aspekty systemu vzdeldvania a analyzy ucebnic / Geographical education in Finland - chosen aspects of educational system and textbook analysing/. Diplomovd prdca. Presovskd univerzita v Presove: FHPV PU, 2012. -131 s.; 8. Ruzek, L , Likavsky, P. GEOGRAFIA pre 8. rodnik zakladnych skol a 3. rocnik gymndzii s osemrocnym studiom. - Harmanec: VKU, akciovd spolodnost, Harmanec, 2011. - 120 s.; 9. Ruzek, L , Ruzekovd, M, Likavsky, P., Bizubovd, M. GEOGRAFIA pre 5. rocnik zakladnych skol. -Harmanec: VKU, akciovd spolodnost, Harmanec, 2009. - 80 s.; 10. Tolmaci, L . , Gurhdk, D., Krizan, F, Tolmdciovd, T. GEOGRAFIA pre 7. rocnik zakladnych skol a 2. rodnik gymndzii s osemrocnym studiom. - Harmanec: VKU, akciovd spolocnosi, Harmanec, 2010. - 104 s.; 11. Prucha, J. Ucebnice: Teorie a analyzy edukacniho media. - Brno, Paido, 1998. - 150 s.; 12. Prucha, J. Uceni ztextu a diaaktickd informace. - Praha, Academia Praha, 1987. - 94 s.; 13. Wahla, A. Strukturni slozky udebnic geogrqfie. - Ostrava, Pedagogickd fakulta v Ostrove, 1983. -84 s.; 14. Zujev, D. D. Ako tvorii ucebnice. - Bratislava, Slovenske pedagogicke nakladatel'stvo v Bratislave, 1986. - 296 s.;

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