Group reading and infographics in teaching and learning scientific information in the university context

Abstract

The objective of this research study is to assess the importance of group readings and collaborative infographic construction in the process of teaching and learning scientific book contents to university students. This research study is qualitative and of descriptive-interpretive nature. An experiment is performed with ten thirdsemester medical students taking a physics course. The results show significant improvement in learning scientific topics by using group readings and collaborative infographic construction when compared to learning by using pedagogical strategies that put emphasis on memory and practice exercises that are solved individually. It is concluded that group reading and infographic use for teaching science and technology are practices that allow implementing inquiring-type activities that favor conceptual learning in students