The Usability of Infographics within the Framework of Learning Outcomes Containing Socioscientific Issues

Abstract

The aim of this study is to examine the views of 4 th-grade preservice science teachers (N=53) on the usability of infographics within the framework of learning outcomes that are included in the 2017 Science curriculum (3-8 grade) and that contain socio-scientific issues. In the study, case study and document analysis were used. The study was carried out within the scope of the Instructional Technologies and Material Development Course by researchers in the fall term of the 2017-2018 academic year. The processes of material development and material preparation (posters, banners, etc.) were taught for the first 7 weeks and a midterm exam was conducted afterwards. As a result of this exam, material development knowledge of participants was found to be at a high level and then material preparation processes (5 weeks) were carried out. A form consisting of 5 structured questions prepared by the researchers was used to gather data. Inductive analysis technique was used on the data collected. Results indicate that they are involved in such an application and program for the first time. In addition to that it is possible to say that the inclusion of particularly striking visual elements (icons, graphics, photos, etc.) contributes significantly to the usability of infographics. One of the most important results is that it is particularly emphasized by them in order to raise awareness of issues such as health and country benefits with the using infographics.

Infographics, assessment and digital literacy: innovating learning and teaching through developing ethically responsible digital competencies in public health

“…Infographics function as a stand-alone form of communication, where the "audience should comprehend the information by simply looking at it without seeking additional resources to understand it" (Toth, 2013, p. 448). In a long text, major figures and other numerical data may go unnoticed (Aydin, Aksut, & Demir, 2019), however an infographic can graphically quantify the magnitude of an issue, giving the audience an immediate sense of its significance. Large datasets can be made more coherent, facilitating comprehension.…”

“…Incorporating infographics into learning and teaching in public health is part of Monash University's vision of higher education to expand and enrich staff and student capabilities in digital education; incorporate capabilities of the future into education, including the skills to lead and transform communities; to be proficient in digital literacy, and; to foster development opportunities in digital learning for both staff and students (Monash University, 2019). As Leu argues, "[n]ew forms of strategic knowledge are required with new literacies" (cited in West, 2019, p. 171), and advances in technology requires new approaches in education for both teachers and students (Aydin, Aksut, & Demir, 2019).…”

“…Due to their visual nature, infographics can appear simple and effortless (Toth, 2013), but appearances can be deceptive, both in terms of the amount of work and thought that is actually required to create them, as well as in terms of the qualityor otherwiseof the information they are presenting. Aydin, Aksut, and Demir (2019) noted that students are often negative when they realise the steep learning curve, but much more positive once they have completed the task.…”

“…The convincing nature of infographics can be somewhat of a double-edged sword. Whilst numerical data and statistical information are more convincing and concrete because of the use of graphics (Aydin, Aksut & Demir 2019), however this is also potentially an issue if that data or information is used irresponsibly. As Toth (2013, p. 449) writes, infographics that use statistical information in some way present an illusion of trustworthiness due to their visual nature, and viewers "are more likely to believe information presented on infographics".…”