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Modeling of Infographic Generation Process as a Learning Strategy at the Secondary School Level Based on the Educational Design Research Method

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dc.contributor.author Nuhoğlu Kibar, Pınar
dc.contributor.author Akkoyunlu, Buket
dc.date.accessioned 2019-12-25T11:41:57Z
dc.date.available 2019-12-25T11:41:57Z
dc.date.issued 2018
dc.identifier.citation Kibar, Pinar Nuhoglu; Akkoyunlu, Buket, "Modeling of Infographic Generation Process as a Learning Strategy at the Secondary School Level Based on the Educational Design Research Method", Eğitim ve Bilim-Education and Science, Vol. 43, No. 196, pp. 97-123, (2018) tr_TR
dc.identifier.issn 1300-1337
dc.identifier.uri http://hdl.handle.net/20.500.12416/2287
dc.description.abstract The study aimed to model an infographic design process for the use of infographics as a learning strategy at the secondary school level. A progressive model was suggested in line with a hypothetical perspective regarding the infographic generation process in order to enable learners to resolve and visualize complex information. Using educational design research methodology, the research took place over three meso cycles each comprised of micro cycles: the first two meso cycles included the micro-cycles of analysis and exploration, design and construction and evaluation and reflection and the third meso cycle the evaluation and reflection micro cycle. The study was conducted in collaboration with Information Technology, Science and Technology and Visual Arts teachers and with the participation of 18 7th grade students in the first meso cycle and 19 7th-grade students in the second meso cycle. The infographic design process and the reached infographic design levels were evaluated using the infographic design rubric, reflection forms and focus group interview. Based on the evaluation results obtained at the end of the first two meso cycles, the infographic design process was redesigned and developed. The infographic design process was designed to include the steps of content acquisition, infographic design information, content preparation, content generation, visual design generation, draft generation and digital design in the first meso cycle. In accordance with evaluations, the second meso cycle preserved these steps and implemented a spiral structure to replace the progressive structure of the first meso cycle. Sub-stages were added to meet the determined needs to the infographic design process, training activities were increased and a greater length of time was given for the digital design step. In accordance with the reflection obtained throughout the process, laboratory computers used in the design process in the first cycle were replaced with the students' own tablets in the second. The infographic design levels and reflections reached in the second meso cycle indicated that the arrangements made in the infographic design process developed the process. At the end of the comprehensive evaluation undertaken in the third meso cycle, a conclusion was reached that the collaboration between different fields, infographic design experience and the use of learners' own instruments was significant. This study can be distinguished from other relevant studies as it presents a comprehensive process model in accordance with the educational design research method which contains applications within itself regarding the implementation of infographic design strategy in the learning process. tr_TR
dc.language.iso eng tr_TR
dc.publisher Turkish Education Assoc tr_TR
dc.relation.isversionof 10.15390/EB.2018.7592 tr_TR
dc.rights info:eu-repo/semantics/openAccess tr_TR
dc.subject Infographic tr_TR
dc.subject Infographic Generation tr_TR
dc.subject Content Generation tr_TR
dc.subject Visual Design Generation tr_TR
dc.subject Digital Design tr_TR
dc.title Modeling of Infographic Generation Process as a Learning Strategy at the Secondary School Level Based on the Educational Design Research Method tr_TR
dc.type article tr_TR
dc.relation.journal Eğitim ve Bilim-Education and Science tr_TR
dc.contributor.authorID 8539 tr_TR
dc.identifier.volume 43 tr_TR
dc.identifier.issue 196 tr_TR
dc.identifier.startpage 97 tr_TR
dc.identifier.endpage 123 tr_TR
dc.contributor.department Çankaya Üniversitesi, Ortak Dersler Bölümü, Eğitim Teknolojileri Bilim Dalı tr_TR


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