The Effectiveness of Teaching with Interactive Infographic in Acquiring Scientific Concepts and Developing Visual Thinking in Science among Fourth-Grade Students

The current study aimed to investigate the effectiveness of teaching with interactive infographic in acquiring scientific concepts and developing visual thinking skills in science among fourth grade students in the Sultanate of Oman. The study followed the quasi-experimental design based on the design of the treatment and control groups. The study sample consisted of (60) male and female students, and the sample was distributed in two different schools. The results of the study indicated that there was a statistically significant difference at the level of significance (α ≤ 0.05) between the mean scores of the treatment group and the control group in the post application of the scientific concepts and visual thinking tests in favor of the treatment group. The results also indicated a statistically significant difference at the level of significance (α ≤ 0.05) between the mean scores of the treatment group in the pre and post application of scientific concepts and visual thinking tests, in favor of the post application. Considering the findings of the study, it is recommended the need for training science teachers to use interactive infographics in teaching. More studies on the effectiveness of interactive infographics on other variables are also recommended.