Video-ecological approach to the infographics use in education

Aim. To determine prerequisites, content and strategic methods for implementing the author’s video-ecological approach to the infographics use in education.

Material and methods. The subject of the study was the video-ecological approach as a pedagogical system that determines the features of infographics in education. The theoretical methods involved in content creation of the video-ecological approach were the following methods: idealization, abstraction, deduction, extrapolation. The following empirical research methods were also used: sample observation, experimental conversation, questionnaire. The methods are in demand in the context of correlating digitalization and ecologization as modern trends in educational process.

Results. The video-ecological approach to the infographics use in education is presented taking into account other approaches that have become widespread at the present stage: research, narrative, competence-based, functional-activity, psychodidactic. The article contains the definition and characteristics of the structural and content filling of the epistemic spaces of video-ecological approach. Particular importance is attached to the study of prerequisites for the development of a video-ecological approach. Ecological principles of visual worldview are extrapolated into strategic techniques for implementing the videoecological approach in educational practice: interpretation of infographics, data visualization, critical analysis and creation of infographics.

Conclusion. The video-ecological approach is considered by the authors as an effective theoretical and methodological basis for the infographics use in education. The results are of interest to the scientific and pedagogical community, teachers, administrative workers of educational organizations, pedagogical students.

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