Abstract
The aim of the study was to reflect on the role of infographics as a visual medium during the experimental actions of learning achievement with STEM. For this purpose, the qualitative-phenomenological research design was followed, which allowed the hermeneutic understanding of the behavior and reactions of 16 students enrolled in the subject of Euclidean Geometry. Through interviews and a field notebook kept for five weeks, they detected categories such as contextualized scenarios, learning expectations, interdisciplinarity, methodological sequence, resolutions of situations, and evaluation processes, and reached the conclusion. The infographic allowed the visual systematization of the procedures with STEM during the experimentation, in addition, it was an opportunity for the student to show their creativity, imagination, critical judgment, and creative and social skills with interactivity for common objectives, as well as promote multidisciplinary work with common points.
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