Abstract
Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students. Information images (infographics) are visual representations of information, data or knowledge. The use of infographics as a modeling method can develop different cognitive skills such as interpretation, analysis, assessment, conclusion, explanation, which are all part of the modeling process. In fact, they can be a tool for achieving the next stage of literacy - visual literacy. All this necessitates the exploration of infographics as an instrument in the development of a comprehensive system of cognitive tasks in education related to the formation of skills for modeling. In the paper, six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries. A comparison of freely available infographics tools is provided and the suitability of different infographics templates is discussed.
Highlights
The role of the model as a cognitive tool and of modeling as a cognitive method is primarily related to their importance as a system by which the original is presented in a simpler form, i.e. its essential features, signs and properties are separated to explore and study, and the new knowledge obtained is transferred to the original itself
It is possible to deduce the condition for the use of infographics in the design of cognitive tasks in education, which enable the formation and development of modeling skills. This poses another requirement as a condition for developing competence for cognitive modeling in education related to the structuring of cognitive information using infographics, which takes into account the building of personal meaning in mastering the study content based on a purposeful and systematic application of modeling in cognitive activities. All this requires the design of a way to use infographics in the construction of cognitive tasks in education systematically in a manner that relates them to the formation of skills for the modeling of genus-species relations, cause-and-effect relations, regularities and abstractions to be used in the course of mental experiments of processes and phenomena from reality oriented towards their explanation
We motivate the application of infographics to develop skills for cognitive modeling in education
Summary
The role of the model as a cognitive tool and of modeling as a cognitive method is primarily related to their importance as a system by which the original is presented in a simpler form, i.e. its essential features, signs and properties are separated to explore and study, and the new knowledge obtained is transferred to the original itself. Properties of the object, processes and phenomena, in all modeling cases the limits and conditions for its applicability should be indicated. One of the conditions for the optimal application of modeling in cognitive activity is related to the principle of visibility, according to which it is necessary to ensure easy perception of the information contained in the models (which may be infographics created for that purpose or made by students themselves), according to the age and cognitive abilities of the learners. Partial studies (pedagogical experiments) have been conducted which explore the use of infographics at different stages of the learning process [1, 2, 3]
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