Abstract:

In the educational processes, it is aimed at enhanced learning and make it permanent with the use of appropriate technological processes and resources. Accordingly, it is aimed to strengthen learning and support self-regulatory processes with the use of methods and technologies that visualize the knowledge in learning environments. In this mixed method research, preservice teachers designed infographics, which reflected how they could learn better. The study included 21 freshman preservice teachers during the Summer semester of 2016-2017. First, the study was conducted qualitatively by using thematic analysis and the potential of infographics reflecting the learning methods of preservice teachers to include self-regulatory processes. They were evaluated by two experts under the guidance of an indicator list developed on the basis of Zimmerman's (2000) self-regulation model. Secondly, views of preservice teachers on the process of designing infographics were obtained qualitatively, via open-ended questions. Data analysis of the experts' opinions showed that infographics reflecting the learning methods of participants include self-regulatory processes. In addition, according to the results of thematic analysis of views of preservice teachers; it was seen that self-regulatory skills of participants are supported in the process of preparing infographics. Finally, in the study it was observed that there was a significant relationship (r = . 60) between self-regulatory processes that were supported throughout the semester and self-regulatory skills that were evaluated in the infographics activity.

Keywords: