The challenge of visualizing complex biological processes: overcoming cognitive barriers through infographics

This article examines the complex psychological and pedagogical problem of visualizing complex biological processes as a way to overcome typical cognitive barriers that students encounter when studying topics that require a high degree of abstraction. Based on an analysis of modern scientific, psychological, pedagogical, and methodological literature, the need to use infographics as a tool for developing a meaningful and structured understanding of educational information is substantiated. It is shown that various forms of visual aids optimize students' cognitive load, act as external reference cues, ensure the holistic perception of biological systems, and promote the development of visual-logical, analytical, and critical thinking. The article reveals the main pedagogical conditions and principles of using infographics, examines their functions, didactic potential, and the possibilities of integrating them into biology education within the context of activity-based, systems-based, and cognitive approaches. The significant role of infographics in developing students' meta-subject competencies, reading literacy, and scientific literacy is noted. A conclusion is drawn regarding the need for methodological training of teachers in the field of visual didactics and the further integration of infographics into the digital educational environment based on interactive services that ensure a high level of student engagement and independence.