Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy | Apprendre avec des représentations multiples: l'infographie de presse comme outil cognitif pour l'apprentissage authentique en science

Abstract

This paper presents a descriptive case study where infographics—visual representation of data and ideas—have been used as cognitive tools to facilitate learning with multiple representations in the context of secondary school students’ science news reporting. Despite the complementary nature of the two research foci, studies on cognitive tools and multiple representations have evolved independently. This is because research on cognitive tools has narrowly focused on technological artifacts and their impact on learning outcomes with less attention to learner agency and activity structures. This has created challenges of sustainably applying cognitive tools in classroom teaching and learning. Using data from a design-based research project where secondary school students created authentic infographic-based science news reports, this study demonstrates how infographics can serve as process-oriented cognitive tools for learning and instruction of science literacy in classroom contexts. Results have implications for the study and design of learning environments involving representations.Cet article présente une étude de cas où l'infographie de presse – offrant une représentation visuelle de données et d’idées – est utilisée comme outil cognitif pour faciliter l'apprentissage au moyen de représentations multiples dans le contexte de production de rapports scientifiques par des élèves du secondaire. Malgré la complémentarité des deux axes de recherche, les travaux sur les outils cognitifs et sur les représentations multiples ont évolué séparément. En effet, la recherche sur les outils cognitifs s'est strictement concentrée sur les artefacts technologiques et leur impact sur les résultats d'apprentissage mais a accordé moins d'attention à l’action des apprenants et aux structures des activités. Il en résulte des défis pour l’application durable d’outils cognitifs dans l'enseignement et l'apprentissage en classe. À partir de données issues d'un projet de recherche orientée par la conception (design-based research) dans lequel les élèves du secondaire ont produit des rapports scientifiques authentiques intégrant des infographies de presse, cette étude montre comment l’infographie de presse peut servir

Selecting and designing visual curriculum materials for inquiry-based instruction

“…Additional support for using visual documents in social studies classrooms can be found within research of multimodal learning, which has consistently suggested that visual elements often enhance learners' comprehension, retention and transfer of information (Gebre, 2018;Mayer, 2008Mayer, , 2017Mayer et al, 2003). Presenting students with information formatted in both pictures and words tends to be more powerful than presenting words alone, due, in part, to the potential for learners to synthesize multimedia data (Mayer, 2008(Mayer, , 2017.…”

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

“…Multiple representations is an approach that refers to the use of different visual tools, texts, and diagrams and means data and ideas that illustrate phenomena in science learning. Several scientists have proposed multiple representation learning to apply infographicbased instruction in various disciplines for thorough student understanding (Gebre, 2018;Zheng et al, 2020).…”

(Info)Graphically Inclined: A framework of infographic learning

“…Infographic instruction has been implemented in recent years, often in science courses at the middle school, high school, or university level (Davidson, 2014;Fowler, 2015;Gebre, 2018;Lamb et al, 2014;Saunders, Horrell, & Murray, 2018). Additional scholarship includes infographic comprehension and composition within a ninth-grade social studies class studying migration (Staurseth & Haland, 2019) and language arts students making connections between To Kill a Mockingbird and contemporary social justice issues (Yearta et al, 2018).…”

“…Teachers and students can consider what they want to communicate, the kind of infographic that makes sense given the data or information, and any design elements that might be included. Gebre (2018) noted that "creating an infographic is a knowledge construction process" (p. 16). Thus, it is essential for a teacher to model the thought process that goes into creating an infographic, as there are many decisions that need to be made.…”