Introducing the ECEH model as a framework to support teachers in designing content-structured science educational infographics
Although infographics are used in science education, their design is rarely supported by explicit criteria for the pedagogical sequencing of scientific content. Responding to this gap, this methodology-design study introduces the ECEH model—Engagement, Concentration, Expansion, and Highlighting–Acting—as a framework for supporting teachers in designing content-structured science educational infographics. The study examines the model’s perceived usefulness and practical applicability within the I.S.E. module (Infographics in Science Education), using a design-based action research approach with 12 teachers from Greece and France. Data included teacher-produced infographics, reflective texts, peer feedback, questionnaires, and observation notes. Findings suggest that the model offered a clear yet adaptable scaffold for organizing content, supporting confidence, and encouraging pedagogically purposeful design. Engagement and Highlighting–Acting were the most readily enacted dimensions, while Expansion proved more demanding, as it required teachers to connect core scientific content with additional cases, socio-scientific contexts, and opportunities for transfer. The paper discusses implications for professional development, infographic design, and future validation of the model.
Keywords: Science educational infographics, content design, ECEH model, teaching tools, teaching practice
This work is licensed under a Creative Commons Attribution 4.0 International License.
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