The effect of using infographics in primary school science lesson on reflective thinking skills and lesson motivation

This research aims to determine the effect of using infographics in the primary school 3rd grade science course on students' reflective thinking skills for problem solving and motivation for the science course, and to obtain students' opinions on the use of infographics. The study period in the research consists of 76 students who can be seen in two branches of a public school in the Gaziosmanpaşa district of Istanbul. While the lesson process enriched with infographics is carried out with the experimental groups, the curriculum programming with control intervals and the planning of the branch teacher's lesson plans realize the operation of the science course. Patterns were used to provide mixed information and to collect qualitative and quantitative data together to support each other and thus for more comprehensive analysis. For qualitative data; Semi-structured interviews were formulated to identify the parts. A researcher diary was kept. T-test was used in quantitative data analysis. Descriptive analysis technique was used for qualitative data analysis and interpretation. As a result of the study found a statistically significant difference in science learning motivation between the experimental and control groups, favoring the experimental group. Using infographics in science classes significantly increased students' motivation levels. The experimental group's pretest and posttest scores on reflective thinking skills for problem solving showed a significant improvement in favor of the posttest. No significant difference was found between the experimental and control groups' posttest scores in reflective thinking skills. But interviews with students and the researcher's diary supported the development of reflective thinking skills for problem solving. Keywords: Science education, infographic, motivation, reflective thinking