Content

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I. Introduction
Infographic or “information graphic” is a visual representation of information

which aims to make the data easily understandable at a first glance. It is a new trend
found everywhere on the internet, and it’s easy to see why. It is an eye-catching,
easily shareable, and engaging way to visually condense complex data in a way that
makes it instantly clear and accessible (MacQuarrie, A., 2012). No wonder, 21st
centrury teachers are now using infographics in teaching their students. They utilize
infographics in teaching subjects such as Science that needs visual representations
for the students to better understand their lessons.
Various educational researches proved that using infographics is an effective
way of teaching students in the Science subject. According to Rosemary Davidson’s
research on “Using Infographics in the Science Classroom” (2014), has found
"infographics" (information graphics) successfully engage her students in science--
not only in carrying out the research for classroom projects but also in presenting the
results of their research to their peers.
In addition, Ozdamli, F., Kocakoyun, S., Sahin, T., and Akdag, S. (2016)
conducted a research about the “Statistical Reasoning of Impact of Infographics on
Education”. Based on their research, the students thought that more effective visuals
are used by infographics instead of traditional course visuals. They also thought that
the subject of infographics in general is more understandable and more satisfactory.
This study has revealed the presentation by infographics can be used in many other
courses especially in Science. This teaching method can transmit information to the
increasingly widespread use, and thus, the conventional form of lectures might be
possible to transform towards easy understandable courses having much more
infographics.
Furthermore, Sidney Eve Matrix’s “Teaching with Infographics: Practicing New
Digital Competencies and Visual Literacies” (2014) encouraged universities and
colleges in using infographics as a medium in teaching Science subjects to students
so that the students could enhance their digital literacy and learn Science
productively. It also argued for the benefits of adopting this type of creative
assignment for teaching and learning, and considered the pedagogic and technical
challenges that may arise in doing so.
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Moreover, Dalia M. Alyahya’s “Infographics as a Learning Tool in Higher

Education: The Design Process and Perception of an Instructional Designer” (2019)
stated that Infographics, as an instructional tool, enable support in the creation of an
easy to read platform for learners. The results have proposed that infographics
assignment design when included in instructional technology disciplines help
instructional designers to enhance message delivery during visual transfers that
eventually leads to increased learning interests among learners.
According to Kathy Fredrick (2013), infographics can be both starting points
and culminating experiences for authentic learning. As students are guided through a
research process, infographics can be used as examples of how to approach a topic.
They can also be used to foster learning about locating and interpreting information.
Jaeger (2012) added that creating infographics gives students the valuable purpose
to read closely and to be able to deeply understand the material to represent it
visually.
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II. Narrative response
We are living in a world that gives important to the visual aspects of

everything. Every day we encounter new information that is presented in charts,
graphs and diagrams. Visual literacy is generally understood as a process that
includes finding images, analyzing them, evaluating them, applying them to a
purpose, and producing them. As new technology arises, it gives birth to the new
trend in giving information in a more creative way which is infographics. It has
become a popular form of visual media. They combine images, text and data to
visually communicate a message, educate people about a subject or explain a
problem or solution. Typically, infographics are easy to read and understand. Due to
its accessibility, the academe is now using infographics as both instructional
supports and assessment tools.
When I was a senior high school student, I experienced making an infographic
project using computer software in our subject in Media and Information Literacy. It
was an enjoyable task because I could design my own template. I used different
images and illustrations that represented my topic. After making it, our teacher
discussed the importance of infographics today. This experience made me think that
infographics could be as a medium of instruction in education.
As a future Science teacher, I am very delighted because I belong to the 21 st
century teachers that could make use of the available sources that the new and
advanced technology could offer. After reading researches about infographics as an
assessment tool in Science, I think that it could be easier for me to assess my
students. It is an alternative assessment that I could use in the future to contribute
greater understanding of the lesson, promote student engagement, stimulate
excitement and interest in learning Science, and impact flexibility and autonomy into
the learning process of my students. In addition, infographics as an assessment tool
could encourage creativity, motivate and cultivate imaginative, collaborative learning
environments, and help to establish a holistic, connected approach to teaching and
learning. There are available computer programs that I could use in the future to
assess my students. I could make use of Visme.co, Easel.ly, Visualize.me,
PiktoChart, Canva, Infogr.am, Venggage, Dipity, iCharts, Geo Commons, Google
Charts, InfoActive, Photo Infographic Gen Lite, Get About, and Creately. After
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assessing my students, I would let them evaluate their works thru peer assessment
with the help of a scoring rubric.
The use of infographics is an important step towards developing a
pedagogical approach that draws on visuals. This kind of approach is valuable for
multiple reasons. Firstly, it speaks to what we might call different 'learning styles' –
though admittedly this is a contested notion – or communication modalities. For
example, studies have shown that some learners experience greater self-efficacy
and even achieve higher course performance when faculty provides resources that
cater to several ways of knowing, communicating information, and remembering it.
Students who prefer information visualizations, the research shows, retain material
most effectively when they are able to see it, that is, when material is presented with
illustrations and photos, slides, or other graphic forms. This means that pictures can
help the visual learner to process material, but so can flow charts, diagrams, and of
course infographics. Therefore, the activity of designing a diagram or a visual
representation of an idea can actually help students to engage with an argument,
sharpening their rhetorical skills.
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III. Documentation
Teaching With Infographics | A Student Project Model |The New York Times |Retrieved from
https://learning.blogs.nytimes.com/2010/08/27/teaching-with-infographics-a-student-project-model/
In this picture, students were given an infographic by their Science teacher.

We could observe that the students were very attentive with the illustrations because
the infographic was made creatively.
Chemistry Infographic | Retrieved from

https://venngage.com/templates/infographics/chemistry-infographic-a9a003c4-0892-4282-89ad-7447f4345dea
The photo above is an example of an infographic. It was created for the types
of chemical reactions in Chemistry.
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IV. References
Davidson, R. (2014). USING INFOGRAPHICS IN THE SCIENCE CLASSROOM.

The Science Teacher, v81 n3 p34-39. Retrieved from
https://eric.ed.gov/?id=EJ1046119
MacQuarrie, A. (2012). INFOGRAPHICS IN EDUCATION. Retrieved from

https://www.learningliftoff.com/infographics-education/
Ozdamli, F., Kocakoyun, S., Sahin, T., and Akdag, S. (2016). STATISTICAL
REASONING OF IMPACT OF INFOGRAPHICS ON EDUCATION. Procedia
Computer Science, v102, p370-377. Retrieved from
https://www.sciencedirect.com/science/article/pii/S1877050916325947
Matrix, S. (2014). TEACHING WITH INFOGRAPHICS: PRACTICING NEW DIGITAL

COMPETENCIES AND VISUAL LITERACIES. Journal of Pedagogic Development,
v4, i2. Retrieved from https://www.beds.ac.uk/jpd/volume-4-issue-2/teaching-with-
infographics/
Alyahya, D. (2019) . INFOGRAPHICS AS A LEARNING TOOL IN HIGHER

EDUCATION: THE DESIGN PROCESS AND PERCEPTION OF AN
INSTRUCTIONAL DESIGNER. International Journal of Learning, Teaching and
Educational Research, v8, n1. Retrieved from
https://www.ijlter.org/index.php/ijlter/article/view/1336
Fredrick, K. (2013). Visualize this: Using infographics in school libraries. School

Library Monthly (30)3, 24-25. Retrieved from
https://www.ebsco.com/blog/article/infographics-tools-for-enhancing-instruction-and-
assessment
Jaeger, P. (2012). Is a picture worth $2,500? School Library Journal, 58(8), 17-18.
Retrieved from https://www.ebsco.com/blog/article/infographics-tools-for-enhancing-
instruction-and-assessment

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1

Infographic or “information graphic” is a visual representation of information

Moreover, Dalia M. Alyahya’s “Infographics as a Learning Tool in Higher

II. Narrative response

We are living in a world that gives important to the visual aspects of

In this picture, students were given an infographic by their Science teacher.

Chemistry Infographic | Retrieved from

Davidson, R. (2014). USING INFOGRAPHICS IN THE SCIENCE CLASSROOM.

MacQuarrie, A. (2012). INFOGRAPHICS IN EDUCATION. Retrieved from

Matrix, S. (2014). TEACHING WITH INFOGRAPHICS: PRACTICING NEW DIGITAL

Alyahya, D. (2019) . INFOGRAPHICS AS A LEARNING TOOL IN HIGHER

Fredrick, K. (2013). Visualize this: Using infographics in school libraries. School

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