ERIC Number: EJ1067235
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Towards Critical Appraisal of Infographics as Scientific Inscriptions
Polman, Joseph L.; Gebre, Engida H.
Journal of Research in Science Teaching, v52 n6 p868-893 Aug 2015
Teaching young adults about interpreting and creating the sort of multimodal infographics increasingly prevalent in science communication creates considerable challenges for teachers and practitioners, as there is no guide to determine the quality or effectiveness of this new genre of inscriptional forms, and to scaffold students' performances in the learning process. In this study, we begin to address this challenge by identifying components of science infographics that can be focused on in instructional settings. Using six infographics developed by professionals and published online, we gained insight from 10 individuals with expertise in science, graphic/information design, and learning sciences on their thinking about graphic and information design related to science. Each participant was provided with two infographics and was asked to critically appraise by interpreting and evaluating the quality of each artifact. Inductive analysis of transcripts using constant comparison method resulted in five super-ordinate categories, some with subcategories, representing aspects of infographics these experts attend to. The identified categories can be used as inputs in teaching and learning about the use and creation of science infographics and broadly visual representations. Connections to the literature on science education, science communication, and science and technology studies are made, and directions for future research described.
Descriptors: Science Instruction, Teaching Methods, Scaffolding (Teaching Technique), Learning Processes, Grounded Theory, Graphic Arts, Information Sources
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: IIS-1217052