• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.246-258
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• 2024

This study analyzed the characteristics of infographics created by preservice elementary teachers in courses on science inquiry. Sixty-five first year students from a liberal arts course, "Chemistry in Daily Life" at a national university of education in the metropolitan area were selected. The students conducted science inquiries on six topics in the course, and the infographics they created on those topics were collected and analyzed by type, role, and construction level. The results showed that the most common types of infographics were "comparative analysis infographics" and "complex infographics" regardless of the science inquiry topics. Specifically, in the "complex infographics", "comparative analytic infographics" was most often mixed with other types, and the mix varied somewhat by the science inquiry topics. In the roles of infographics, "complex" was the most common across all science inquiry topics, followed by "explanation of concept", "presentation of inquiry results", and "guidance of inquiry process", though the order varied by science inquiry topics. "Motivation", "further application", and "example" did not appear. In construction level of infographics, "newly organized" was the most common across all science inquiry topics, followed by "completely reorganized" and "partially modified". There were some differences in the frequency distribution of types by role of infographics. The frequency distribution of construction levels by role or type of infographics showed that regardless of role or type of infographics, "newly organized" was the most common, "completely reorganized" was the second most common, and "partially modified" was very rare. Based on these findings, some implications for the teaching of infographics in preservice teacher education were discussed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.5
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• pp.764-771
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• 2018

This study focused on shape attributes in a basic study that identified infographics expression diversification and delivery efficiency based on formative attributes. To achieve that goal, formative attributes were categorized as geometric or expressional type, and significant differences between them were found by identifying the attributes of each type. The study analyzed the correlations between each infographic type's formative attributes and content delivery. The results found that regularity, clarity, visibility, and content delivery were attributes of the geometric type, whereas expressionality, visibility, clarity, and content delivery were attributes of the expressional type. Further analysis of the attributes focusing on content delivery found that regularity and visibility significantly influenced content delivery for the geometric type, and expressionality and clarity significantly influenced content delivery for the expressional type. Thus, this study empirically confirmed that formative attributes of infographics distinguished between expression types with statistically significant differences during the visualization process. And that specific factors influencing content delivery were formative attributes.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.429-438
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• 2022

In this study, we propose a way to improve science teacher expertise through infographics creation teacher training program by analyzing the infographics types focusing on the Earth Science subject of the 2015 revised curriculum, and inspecting the teachers' utilization of graphic tools. The data visualization characteristics of Earth Science textbooks were analyzed, the execution results of the infographics creation teacher training program were presented, and a survey on science teachers' change in perception and competency of infographics. As a result of the Earth Science textbook analysis, diagram-type, map-type, and comparative analysis-type infographics were frequently used, and were mainly presented as text-assisted-type infographics. The infographics creation teacher training program was conducted five times for 112 science teachers to create the complete, text-assisted, incomplete, and gradient-type infographics. Incomplete infographics for development of evaluation questions were most needed. Although many science teachers recognize the importance of infographics, they lacked the competency to create high-quality infographics because there were no training opportunities for infographics creation. After completing the training, 74.1% of teachers felt that the quality of developments of supplementary textbooks and evaluation questions had improved, and answered that it was helpful in re-educating knowledge and improving teaching-learning methods. Based on the research results, ways to improve science teacher expertise through infographics creation teacher training program were suggested.

• Journal of the Korea Convergence Society
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• v.8 no.11
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• pp.233-240
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• 2017

In recent years, graphics authoring tools have evolved into a variety of formats in line with the rapidly changing digital design field. However, in the field of interface design, screen shape and size depending on the user's environment, it needs more flexible and scalable authoring tools. Along with the emergence of variety of new tools, work processes are also changing. This study investigates what kinds of graphic authoring tools are currently used by designers and compared the result to the case of overseas and examined the difference in the environment of graphic authoring tool. This study looked at criteria and satisfaction of designers choosing authoring tools and how the choice depends on the type of company we are working in and the type of project we are involved in. Research shows that the choice of authoring tools depends on the type and efficiency of the project. Based on this, a reference is provided to establish the standard and working environment for designers and companies to select graphic authoring tools and propose the future direction of graphic authoring tool environments.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.93-108
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• 2023

This study aims to analyze the types and roles of visualization materials presented in the third- and fourth-grade national and authorized science textbooks based on the 2015 revised curriculum. Using the type and role framework, 17 chapters were analyzed. The analysis revealed, first, that the national and authorized textbooks had different total amounts of visualization data and total amounts of simple illustrations. However, no difference in the amounts of simple illustrations and infographics used in the units was evident. The units that used the most infographics were Life, Earth and Universe, in that order, in both the national and the authorized textbooks. Second, simple illustrations were observed to have role differences according to the type of visualization data, but infographics had no such differences. Specifically, the motivational role in a simple illustration increased in all the authorized textbooks. Third, looking at the frequencies of the infographic subtypes, the Process, Structure, Comparative Analysis, and Timeline types accounted for 86% of the total, but the proportions of those subtypes varied in the national and authorized textbooks. Based on the results of this study, I suggest that to achieve differentiation in the types or roles of visualization materials, changes in the types, processes, and skills of inquiry must first occur, as must changes in the structure of chapters or lessons. Continuous research and discussion on the standards and methods for authorized textbooks are also needed.

• Journal of Science Education
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• v.41 no.3
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• pp.462-479
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• 2017

This study classified the visualization's materials presented in two types of middle school science textbooks to data visualization and infographics, thereafter characteristics of infographics according to science content's domains were analyzed using an analytical framework for infopraphics. The results of this study are as follows : First, visualization materials in middle school science textbooks had more data visualization (23.2%) than infographics (76.8%). Second, there were many differences in information content's category among the science subject's domains. The relationship type of information content in the domain of energy and matter, the function type in life domain, and the location type in the earth domain were prominent. In visual representation's category, the illustration type and comparative analysis type were the most dominant in the all science domains. The horizontal type in layout category occupied the largest proportion in all science domains. Therefore, it is necessary to present the visualization materials with the infographics conveying many informations than the data visualization in middle school science textbooks. And the infographics need to be developed and distributed in various formats in each science domain.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.651-660
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• 2015

This study was conducted to consider application methods of infographic that corresponds to the educational goals of English subject, which is applied with different teaching and learning standards than other subjects. The aim of this study is to analyze the types and the characteristics of 'infographic completed by know-how learning', in other words, 'User behaviors involved infographic', which is frequently used in English textbook. Based on an analysis according to the teaching and learning standards, infographic used in English textbook were suggested in three types, which are 'General Concept', 'Significance' and 'Signification' centered infographic. In addition, according to the level of diagram composition, the main visualization attributes were derived as 'Overview', 'Structure', 'Relationships', 'Sequence', 'Transition between states' and 'Messages'. The major findings of this study are as follows: First, it is necessary to conduct a study on diverse display methods for 'Signification-centered infographic' that need to be displayed on the basis of two or more visual attributes. Second, as the purpose of application for applying infographic in English textbook collides with that in information design fields, it is found that verification is required on the educational effects in relation to this aspect.

• Archives of design research
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• v.13 no.4
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• pp.105-114
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• 2000

Since the apple company adopted the desktop-office metaphor in Macintosh, the metaphoric interface has been used generally in multimedia products or services, on which user-friendly knowledge, conception, and images are represented metaphorically. Although the metaphor can be employed as one of ways to identify the essence or pattern of information, a theoretical framework on its relation with the user interface is not fully established. In this study, the user interface considered as a core of multimedia design was discussed, and the form of the graphic metaphor was investigated. The seven forms of the graphical metaphor presented herein would be applied as one of approaches to the user interface in relevant researches.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.601-611
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• 2014

The purpose of this study is to analyze the Korean science magazine, Science Donga providing scientific facts, phenomenons, and issues with infographic for the readers by time series analysis and to search for the application of infographic on the science education. The criteria for the infographic analysis of Science Donga consisted of three categories such as storytelling type, visual perception, and framework level because infographic presents complex information quickly and clearly by integrating various images, words, and graphics. We found that the articles emphasized by including image about science issue have been published from 1986 to 2014. Particularly, after 2008, the articles including infographic sharply rose. So we set up 2008 as $T_c$(Critical time point). The articles including infographic after 2008 have been more variously distributed and frequently used in storytelling types category such as location, time, number, connection, function, and process based infographic, in visual perception of Gestalt Theory such as proximity, similarity, continuation, and closure than before 2008. Lastly, in framework level category, location, time, number, and process based infographic mainly had total range level but function and connection based infographic changed in the framework level. The three features about storytelling type, visual perception, framework level are important changes to influence $T_c$ in the infographic analysis about Science Donga. Through the results of this study, we analyzed the feature of change on infographic from 1986 to 2014. Thus, we hope that the results suggest a basic criteria for making materials including infographic in science education.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.625-635
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• 2019

Students are exposed to many visual representations in various visual cultures. Infographics combining visual representations and writing can effectively convey information. Also it can be efficient ways for teachers to focus on important contents. Students can use infographics as a method directly to organize information. Therefore, the infographics that students use both writings and images directly and visually will be more effective on elementary school science classes than the workbook. Classes are guided with the same scientific inquiry and experiment written on the science textbook. The experimental group students organized scientific inquiry by infographics, while the comparison group students still used the workbook. First, the types of infographics are determined by what students want to explain. Based on learning objectives, students used the right type of infographics to effectively convey their focus on information. Second, the infographics organizing activities used in the classes had a significant effect on students' academic achievement. Also, the infographics organizing classes are positively associated to science-related attitudes, including such+ as 'Leisure Interest in Science', 'Adoption of Scientific Attitudes', and 'Attitude to Scientific Inquiry'. Third, visual tendency and classroom treatments had no interactions, but the experimental group had a positive impact regardless of student's characteristics. Fourth, experimental group showed positive attitudes toward to students' perception of infographics. Since some of students had difficulties organizing information in infographics, further research is required to enable students to reduce their burden in application of infographics.