20.500.12556/RUL-164779 Landscapes as represented in textbooks and in studentsʼ imagination stability, generational gap, image retention and recognisability The paper focuses on the representation of landscapes and the depiction of landscape features in the photographic images of textbooks, the perception, recognition and imagination of landscapes by the school population, and the possible link between both. The empirical element of the study is based on the case of Slovenia and includes quantitative and qualitative analysis of photographs in textbooks and questionnaires completed by primary and secondary school students (aged 10-18 years). The results show that the photographs emphasise natural, rural, and tangible aspects of landscapes, while studentsʼ imagination also includes urban, dynamic and, especially, intangible elements. We discuss the relevance of stability, generational gap, image retention, and recognisability. One of the key conclusions is that there is a dichotomy between the representation of landscape in textbooks and in students imagination, but it is not clear-cut. geographical education textbooks cultural landscape geographical imagination landscape representation Slovenia šolska geografija kulturna pokrajina zaznavanje pokrajine učbeniki fotografije pokrajine Slovenija true false false Angleški jezik Slovenski jezik Neznano 2024-11-12 09:53:31 2024-11-12 09:53:34 2024-11-22 14:56:06 0000-00-00 00:00:00 2021 0 0 Str. 446-461 Issue 4 Vol. 19 2021 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 2021-01-01 91:37(497.4) 1473-3285 10.1080/14733285.2020.1817333 33839875 https://www.tandfonline.com/doi/full/10.1080/14733285.2020.1817333 1 3ce3f4fc-a0d3-11ef-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=195456 Filozofska fakulteta 0 0 0