The Development of High School Students’ Spatial Thinking: Spatial Education and Individual Differences (Poster 14): Division C - Section 2a: Cognitive and Motivational Processes, 2:56 PM

• In Event: e-Lightening Ed-Talk Session 4

Abstract

Given overwhelming evidence that spatial thinking predicts academic outcomes, identifying ways to support students in their development as capable and confident spatial thinkers is a critical task for K-12 education. This quasi-experimental study examined the effect of a spatial education course or alternative course on 190 high school students’ spatial problem solving from the beginning to end of a school year. The spatial education course increased students’ perception of themselves as spatial problem solvers. There was an inverse relation between initial spatial ability and growth regardless of participation in the spatial education course. Results provide evidence that an approach to teaching spatial thinking that focuses on domain-specific problem solving can support some, but not all, indicators of spatial thinking.

Authors

• Emily Grossnickle Peterson, American University

• Bob Kolvoord, James Madison University

• David H. Uttal, Northwestern University

• Adam Green