Learning with Multiple Representations - Infographics as Cognitive Tools for Authentic Learning in Science Literacy - Volume 44 - Winter/Hiver 2018

Oct 15, 2026

A descriptive case study examines how infographics—visual representations of data and ideas—operate as cognitive tools to support multiple-representation learning in secondary students’ science news reporting. The research addresses gaps created by earlier work that treated cognitive tools mainly as technological artifacts, with limited attention to learner agency and activity structures. Drawing on design-based research where students produced authentic infographic-based reports, the study shows infographics as process-oriented tools for science literacy instruction. Findings inform the study and design of learning environments using representations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Conceptual Background

Research on Cognitive Tools and Students’ Learning

Volume 44(1) Winter/Hiver 2018 Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy Apprendre avec des représentations multiples: l'infographie de pressecomme outil cognitif pour l'apprentissage authentique en science Engida Gebre, Simon Fraser University Abstract This paper presents a descriptive case study where infographics—visual representation of data and ideas—have been used as cognitive tools to facilitate learning with multiple representations in the context of secondary school students’ science news reporting. Despite the complementary nature of the two research foci, studies on cognitive tools and multiple representations have evolved independently. This is because research on cognitive tools has narrowly focused on technological artifacts and their impact on learning outcomes with less attention to learner agency and activity structures. This has created challenges of sustainably applying cognitive tools in classroom teaching and learning. Using data from a design-based research project where secondary school students created authentic infographic-based science news reports, this study demonstrates how infographics can serve as process-oriented cognitive tools for learning and instruction of science literacy in classroom contexts. Results have implications for the study and design of learning environments involving representations. Résumé Cet article présente une étude de cas où l'infographie de presse – offrant une représentation visuelle de données et d ’idées – est utilisée comme outil cognitif pour faciliter l'apprentissage au moyen de représentations multiples dans le contexte de production de rapports scientifiques par des élèves du secondaire. Malgré la complémentarité des deux axes de recherche, les travaux sur les outils cognitifs et sur les représentations multiples ont évolué séparément. En effet, la recherche sur les outils cognitifs s'est strictement concentrée sur les artefacts technologiques et leur impact sur les résultats d'apprentissage mais a accordé moinsd'attention à l’action des apprenants et aux structures des activités. Il en résulte des défis pour l’application durable d ’outils cognitifs dans l'enseignement et l'apprentissage en classe. À partirde données issues d'un projet de recherche orientée par la conception (design-based research) dans lequel les élèves du secondaire ont produit des rapports scientifiques authentiques intégrant des infographies de presse, cette étude montre comment l’infographie de presse peut servir d'outil cognitif axé sur les processus pour l'apprentissage et l'enseignement en classe de la littératie scientifique. Les résultats ont des implications pour l'étude et la conception d'environnements d'apprentissage faisant usage de représentations. Introduction Cognitive tools are technologies that support and facilitate human activities during learning, thinking, problem solving, and knowledge representation (Jonassen, 2003; Jonassen & Reeves, 1996). Research on cognitive tools predominantly supports the view that learning technologies (mainly computers), when used as cognitive tools, have the potential to significantly contribute to various aspects of student learning (Herrington & Parker, 2013; Jonassen & Carr, 2000; Lajoie, 2000). A number of primary and meta-analysis studies in K-12 and post-secondary education (e.g., Bera & Liu, 2006; Danielson, et al., 2007 Hung, 2008; Schmid et al., 2009) identified the benefits of using computers as cognitive tools. However, the presence and use of cognitive tools in classroom learning and instruction is, at best, minimal. Studies determined that there is a lack of understanding about the nature and design of cognitive tools for authentic learning environments leading to “too brief and/or inappropriate” application of cognitive tools in classrooms (Kim & Reeves, 2007, p. 210) . The reason for this problem is a narrow conceptualization of cogni

FAQs

What question does the study focus on regarding infographics?

It asks what role infographics play when used as cognitive tools to support young adults’ engagement in science news reporting.

Why do classroom applications of cognitive tools remain limited, according to the paper?

The paper attributes the problem to narrow conceptualizations of cognitive tools that frame studies around their impact, leading to tool use that is too brief and/or inappropriate and insufficient attention to learner agency.

How does the study investigate infographics in learning?

Through a design-based research project where secondary school students created authentic science news reports using infographic-based representations, then analyzing how infographics function as process-oriented cognitive tools.

Oct 15, 2026

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