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Conducted with 173 students in Turkey over three weeks in 2020–2021, the study used action research with quantitative t-tests and qualitative content analysis.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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With the effective use of technological tools and equipment in all areas of life, the effective use of technological applications that will support the solution of daily life problems has become inevitable in order for science literacy to occur. The main purpose of this research is to determine the effect of infographic applications on the development of students' technological competencies and science literacy in the hybrid education process in high school physics courses.  \nThe study was carried out with 173 students in Turkey in the fall semester of the 2020-2021 academic years, for three weeks at school where the researcher taught. Quantitative and qualitative methods were used together within the scope of action research. Quantitative findings were evaluated with t-test and qualitative findings were evaluated with content analysis. In the hybrid education process, as a result of the infographic applications in the physics lesson, the technological competencies for educational purposes have developed in the students. As a result of students'effective use of infographic content in online and face-to-face educational applications, they have achieved advanced development in the dimensions of researching and questioning information, revealing the relationship between technological changes and science, and cognitive assimilation of information.  \nKey words: Physics Teaching, Hybrid Education, Infographics, Science Literacy  \n1. Introduction  \nWith the increase in the effective use of advanced technological tools and equipment in social life, the basic needs of society have changed, and different problems have begun to be faced (Cloete, 2017) . Considering that education plays an active role in the career planning process of all members of the society, the necessity of using technology effectively and innovatively in the education process comes to the fore (Burbules et al., 2020) . Technology plays an important role in providing needs and solving problems in individual and social life. With the world community facing extraordinary health problems such as the pandemic, there have been significant disruptions in the equal and effective delivery of education to all members of society (Batubara, 2021) . Online, face-to-face and hybrid education applications were applied in this process and studies were carried out to develop effective methods for each application. With the experience of these three types of applications in learning environments, trends from traditional face-to-face education to hybrid education have begun (Akkaş Baysal & Ocak, 2021) .  \nHybrid learning can be expressed as a learning environment where the boundaries between face-to-face and online education are eliminated with the help of technological tools and interactive learning is provided (Hwang, 2018) . In hybrid learning, students who learn both face-to-face and online courses actively participate in the learning process (Bennett et al., 2020) . In order to be able to teach the subjects more effectively, teachers have to develop and implement activities that will involve both groups in the process, instead of keeping only face-to-face participants active in the classroom activities they offer (Mumford & Dikilitaş, 2020) . In hybrid learning applications where alternative learning environments are offered, students are given the freedom to choose the learning environment that suits those (Ma'Rufet al., 2020) . Ensuring student satisfaction within the scope of freedom of learning environment contributes significantly to the learning process and outcomes (Kurniawan et al., 2018) .  \nInfographics provide the opportunity to present concepts and information that can be explained in a longtime with verbal expressions concisely with the help of visual applications (Ru & Ming, 2014) . If  \ninfographic applications are developed and presented by students, they contribute to t","cbCair4ON4g9Jb2U","https://ap.wps.com/l/cbCair4ON4g9Jb2U","pdf",358010,13,"English","# Introduction\n## Hybrid learning and its instructional role\n## Role of infographics in teaching\n## Advantages of infographics in hybrid education","[{\"question\":\"What is the main purpose of the research?\",\"answer\":\"To determine the effect of infographic applications on the development of students’ technological competencies and science literacy in hybrid education during high school physics courses.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It involved 173 students in Turkey during the 2020–2021 fall semester for three weeks, using both quantitative and qualitative methods within action research.\"},{\"question\":\"What advantages do infographics provide in hybrid education?\",\"answer\":\"They combine the strengths of hybrid education and technology-supported interactive infographic applications, enabling easy presentation, faster interaction, improved learning permanence, and deeper engagement with knowledge.\"}]","INFOGRAPHICS AND THEIR APPLICATIONS IN THE HYBRID LEARNING PROCESS - Research | PDF",1792064817,33]