Abstract ▼ AI-Helper

In this study, we try to examine its features by using the methods of systematic infographics analysis for "visualization materials" that are used in PhysicsⅠ textbooks. Thus, after developing the analytical framework infographics, visualization materials is described in the section "information and...

In this study, we try to examine its features by using the methods of systematic infographics analysis for "visualization materials" that are used in PhysicsⅠ textbooks. Thus, after developing the analytical framework infographics, visualization materials is described in the section "information and communication" and have been analyzed separately as "data visualization" and "infographics". The results of this study are as follows. First, the analysis framework of infographics can be classified contents of the information, visual representation, and media method. Second, the visualization materials that are displayed in the section "information and communication" of Physics Ⅰ textbook are of higher quality than most schematized data that are graphically, simply information. Third, the features of visualization materials in textbooks have many relations & functions on 'information content', text & metaphor on ‘visual element’, illustration & comparison on ‘expression type’, graphic on ‘expression mode’, printed matter on ‘media method’, and horizontal & vertical type on ‘the flow of attention’. From the analysis results, in the section "information and communication" of PhysicsⅠ textbook uses a lot of visualization materials, however it does not provide rich infographics but only simple graphical materials. Because various infographics is not displayed in textbook, it is necessary to create a infographics directly. The result of applying the infographics, it increased accurate information-recognition capacity, and it was possible to configure a high-dimensionally. It is determined that class has been effectively through a significant change in achievement, attitudes toward science, effectiveness and participation. Boys were more preferred form of the image materials. They showed more interest in the infographics because it is also to learn well and is visually easy to understand the contents. Also, while they are satisfied with the class using the infographics was high participation in the class. Girls were more preferred form of text materials. After class, they were low interest for infographics. But they acknowledged that the infographics is help in understanding the content and is a useful form to information transmission. In addition, they were satisfied with the class activities. High grade group were more preferred form of the similar amount of text and image materials. they acknowledged that the infographics is help in understanding the content and is a useful form to learn well. Also, while they are satisfied with the class using the infographics was high participation in the class. Low grade group were more preferred form of the image materials. They can easily grasp the information provide stepwise or induced flow. Students did not invest there was no interest in teaching the usual, time and effort. In spite of it, class was induced more active participation. There was a significant change of Visualization, ease of use and the transfer. Also, be sure that you understand the concepts, understand information transmission, the contents, the efficiency of information understanding is high, and want to get the other subjects. In this study, I have shown the effectiveness of the learning method that utilizes infographics. This study found that the effect of the lessons to boys in the high grade. In addition, in the reflection of class, students recognized the usefulness of the info graphics and has confirmed the positive changes such as increased the aggressiveness and the participation.

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