Mainstreaming Education for Sustainable Development …
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texts based on the KPV-model. More specifically, the sub-topics (Table 1) as well
as the four conceptions (Table 2) were adapted from the BIOHEAD-Citizen Project
(Carvalho et al. 2008) as well as from a subsequent paper by Caravita et al. (2008).
These sub-topics and the four conceptions offer a useful tool to understand how ideas
are presented in environmental texts and have been adapted for this research. The
four sub-topics common to ESD are identified in Table 1.
The sub-topics in Table 1 can be codified and applied to imagery in the corpus. These sub-topics are useful to understand how imagery found in the corpus is
being used in relation to ESD principles such as giving citizens a better scientific
understanding of environmental problems and facilitating and encouraging greater
awareness of these issues (McKeown 2002, pp. 8–9).
In addition to codifying the sub-topics, a set of four important conceptions are
used and targeted in the image-text analysis. These conceptions are not only used by
Caravita et al. (2008) and the BIOHEAD-Citizen Project, but also have been used
in a variety of research since they were originally posited in relation to the New
Environmental Paradigm (NEP) scale of indicators as defined by Dunlap and Van
Liere (1978). The four conceptions are found in Table 2.
The four conceptions serve to show the way people integrate ESD aspects into
their lives as well as present their worldviews (Caravita et al. 2008, p. 109). In
terms of curriculum writers and content creators of textbooks, these conceptions can
offer insight into the purpose for writing or using particular imagery. Furthermore,
the four conceptions, as applied to imagery found in the corpus, offer a convenient
simplification of worldviews espoused in the environmental themes and topics found
in the corpus. Using the four conceptions to code imagery offers an insight into the
Social Practices (P) as well as the Values (V) from the sample texts as used in the
KVP-model.
Several other aspects of the corpus have been codified and mapped within the
corpus such as the relationship of the image to the text, the themes of the sample texts,
target skills and the learner level as related to the Common European Framework of
Reference for Languages (CEFR) (Council of Europe 2001). These codes are found
in Table 3.
2.2 Corpus Analysis
The programming language R and AntConc software (Anthony 2014) were used
as the primary tools for the corpus analysis. R is used to perform very sophisticated quantitative analyses using downloaded packages. Specifically, “tm,” “SnowballCC,” “RColorBrewer,” “ggplot2,” “wordcloud,” “biclust,” “cluster,” “igraph,”
“Rgraphvis,” and the “fpc” packages were used. AntConc was used for some basic
word frequency and concordance analysis. For the purposes of this paper, the corpus
analysis will only be referred to when applicable.
553
texts based on the KPV-model. More specifically, the sub-topics (Table 1) as well
as the four conceptions (Table 2) were adapted from the BIOHEAD-Citizen Project
(Carvalho et al. 2008) as well as from a subsequent paper by Caravita et al. (2008).
These sub-topics and the four conceptions offer a useful tool to understand how ideas
are presented in environmental texts and have been adapted for this research. The
four sub-topics common to ESD are identified in Table 1.
The sub-topics in Table 1 can be codified and applied to imagery in the corpus. These sub-topics are useful to understand how imagery found in the corpus is
being used in relation to ESD principles such as giving citizens a better scientific
understanding of environmental problems and facilitating and encouraging greater
awareness of these issues (McKeown 2002, pp. 8–9).
In addition to codifying the sub-topics, a set of four important conceptions are
used and targeted in the image-text analysis. These conceptions are not only used by
Caravita et al. (2008) and the BIOHEAD-Citizen Project, but also have been used
in a variety of research since they were originally posited in relation to the New
Environmental Paradigm (NEP) scale of indicators as defined by Dunlap and Van
Liere (1978). The four conceptions are found in Table 2.
The four conceptions serve to show the way people integrate ESD aspects into
their lives as well as present their worldviews (Caravita et al. 2008, p. 109). In
terms of curriculum writers and content creators of textbooks, these conceptions can
offer insight into the purpose for writing or using particular imagery. Furthermore,
the four conceptions, as applied to imagery found in the corpus, offer a convenient
simplification of worldviews espoused in the environmental themes and topics found
in the corpus. Using the four conceptions to code imagery offers an insight into the
Social Practices (P) as well as the Values (V) from the sample texts as used in the
KVP-model.
Several other aspects of the corpus have been codified and mapped within the
corpus such as the relationship of the image to the text, the themes of the sample texts,
target skills and the learner level as related to the Common European Framework of
Reference for Languages (CEFR) (Council of Europe 2001). These codes are found
in Table 3.
2.2 Corpus Analysis
The programming language R and AntConc software (Anthony 2014) were used
as the primary tools for the corpus analysis. R is used to perform very sophisticated quantitative analyses using downloaded packages. Specifically, “tm,” “SnowballCC,” “RColorBrewer,” “ggplot2,” “wordcloud,” “biclust,” “cluster,” “igraph,”
“Rgraphvis,” and the “fpc” packages were used. AntConc was used for some basic
word frequency and concordance analysis. For the purposes of this paper, the corpus
analysis will only be referred to when applicable.