Exploring Variables That Affect Students’ Scientific and Spatial Understanding as They Engage in Earth-Space Science

• In Event: Nature of Science and Understanding

Abstract

This study examined differences between two groups of students’ spatial-scientific reasoning from pre to post implementation of an Earth/Space unit. Using a quasi-experimental design, researchers explored how instructional method and gender affected learning. Treatment teachers employed a NASA-based curriculum while the control teacher implemented her regular Earth/Space unit. A Lunar Phases Concept Inventory (LPCI), Geometric Spatial Assessment (GSA), and Purdue-Spatial Visualization Rotation Test were used to assess learning. Experimental groups made gains on periodicity LPCI domains while the control made gains on geometric spatial visualization LPCI domains. Only females made gains on GSA items. This is the first quasi-experimental study to examine students’ spatial reasoning as they participate in Earth/Space units and to discover gender’s role in this spatial development.

Authors

• Jennifer A. Wilhelm, University of Kentucky

• Christa Jackson, University of Kentucky

• Amber Sullivan, University of Kentucky

• Ronald Wilhelm, University of Kentucky