Concept Maps and Infographics as Tools for Structuring Knowledge in Technical Education

The article considers concept maps and infographics as structural-logical visualization tools that help students of technical specialities organise knowledge into coherent systems. The theoretical foundations of concept mapping proposed by J. Novak and D. Gowin, the meta-analytic evidence of J. Nesbit and O. Adesope, the reference signal method of V.F. Shatalov and the sign-symbolic approach of N.G. Salmina are analysed, together with E. Tufte's principles for the design of data graphics. The role of student-constructed maps in comparison with ready-made ones is discussed. Ways of using concept maps and infographics within course modules of electrical engineering and machine elements are described, and their application as instruments of formative and summative assessment is substantiated.