3-219 - Exploring New Translational Science Approaches to Incorporate Spatial Thinking in Elementary Science

Session Type: Exchange Symposium

Integrative Statement

Spatial thinking skills are strongly correlated with achievement in Science, Technology, Engineering, and Mathematics (STEM) fields and emerging research suggests that interventions aimed at building students’ skills will likely yield measurable impacts on learning across K-16 settings. The majority of interventions have focused on secondary and post-secondary settings. Surprisingly, there is a stark absence of translational science work on spatial thinking in elementary science education, a critical time period when students build foundational science knowledge and skills for future academic coursework. In this symposium, we explore different theoretical and methodological approaches to translate spatial thinking research into elementary science practice. The first paper demonstrates how the incorporation of student sketching into a 6th grade curriculum leads to improvement in math and science performance. The second paper explores the impact of three teaching approaches incorporating different spatial enhancements on 6th grade students’ mastery of a science concept. The third paper explores elementary teachers’ spatial thinking skills and their potential influence on student learning. Finally, the fourth paper explores theoretical and practical issues in translation research. It also describes a new interdisciplinary project that draws upon developmental, education, and implementation science frameworks to infuse multiple spatial thinking supports into a 3rd grade science curriculum. The session will conclude with an open exchange exploring critical methodological and practical translational science issues and how this new work may provide potential guiding frameworks and future directions for the field.

Sub Unit

• Education, Schooling

Chairs

• Kristin M. Gagnier, Johns Hopkins University

• Kelly R. Fisher, Johns Hopkins University

Individual Presentations

• A Comparison of Sketching and Self-Explanation When Solving Math and Science Problems - Presenting Author: Dana Miller-Cotto, University of Pittsburgh; Non-Presenting Author: Julie Booth, Temple University; Non-Presenting Author: Brianna L. Chang, The College Board; Non-Presenting Author: Jennifer G. Cromley, University of Illinois-Urbana Champaign; Non-Presenting Author: Nora S. Newcombe, Temple University; Non-Presenting Author: Taylor A. Williams, University of Illinois-Urbana Champaign

• Learning About Magnetism Through Gesture and Models: The Moderating Role of Spatial Ability - Presenting Author: Alex Hodgkiss, UCL Institute of Education; Non-Presenting Author: Michael S. C. Thomas, University of London; Non-Presenting Author: Andrew Tolmie, Institute of Education, UCL; Non-Presenting Author: Emily K. Farran, University College London

• Teachers' Spatial Skills across Disciplines and Education Levels: Exploring Nationally Representative Data - Non-Presenting Author: Kinnari Atit, University of California, Riverside; Non-Presenting Author: David Miller, American Institutes for Research; Non-Presenting Author: Nora S. Newcombe, Temple University; Presenting Author: David H Uttal, Northwestern University

• Bridging the Translation Gap: An Interdisciplinary Approach to Infusing Spatial Thinking into Third Grade Science - Presenting Author: Kelly R. Fisher, Johns Hopkins University; Non-Presenting Author: Kristin M. Gagnier, Johns Hopkins University; Non-Presenting Author: Burcu Unlutabak, Johns Hopkins University; Non-Presenting Author: Steven Holochwost, WolfBrown