textbook analysis, textbook use, critical thinking

The poster presentation reports the first phase of the research findings, which has been done by a PhD student in Education programme. The research is dealing with the following issues – what are characteristics of Czech teaching and learning resources used by tertiary education students and to what extent do they provide the students with the support to develop their critical thinking skills? The aim of the paper is to identify text and visual features which represent a constructivist potential and may support critical thinking in students when learning from these resources. The features of the teaching and learning resources have been categorized according to their type and purpose. The theoretical framework is based on the concept of scaffolding (Jumaat & Zaidatun, 2014; Horsley, 2015; Sikorová, 2016) and critical thinking (Paul & Elder, 2006; Rave, Guerrero & Morales, 2020; Manalo, 2020). Didactic and content analyses have been used to study teaching and learning resources. These resources (i.e., university textbooks, digital material etc.) serve as the primary literature for students in Education programmes. Although we will know the characteristic features of the resources, further research will be conducted and will dealing with the ways how the students use them and learn from them. Therefore, the research will continue, and semi-structured in-depth interviews will be used to find out study preferences and learning strategies of the students.

The poster presentation reports the first phase of the research findings, which has been done by a PhD student in Education programme. The research is dealing with the following issues – what are characteristics of Czech teaching and learning resources used by tertiary education students and to what extent do they provide the students with the support to develop their critical thinking skills? The aim of the paper is to identify text and visual features which represent a constructivist potential and may support critical thinking in students when learning from these resources. The features of the teaching and learning resources have been categorized according to their type and purpose. The theoretical framework is based on the concept of scaffolding (Jumaat & Zaidatun, 2014; Horsley, 2015; Sikorová, 2016) and critical thinking (Paul & Elder, 2006; Rave, Guerrero & Morales, 2020; Manalo, 2020). Didactic and content analyses have been used to study teaching and learning resources. These resources (i.e., university textbooks, digital material etc.) serve as the primary literature for students in Education programmes. Although we will know the characteristic features of the resources, further research will be conducted and will dealing with the ways how the students use them and learn from them. Therefore, the research will continue, and semi-structured in-depth interviews will be used to find out study preferences and learning strategies of the students.