Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers

Uygan, Candaş; Kurtuluş, Aytaç

doi:10.16949/turkbilmat.273993

Cited by 17 publications

(17 citation statements)

References 20 publications

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“…The literature lends abundance of studies in compliance with findings of the research in that computer-aided 3D drawing, design, and modeling activities develop students' spatial abilities (e.g. Dere, 2017;Güven & Kösa, 2008;Kösa, 2016;Kösa & Karakuş, 2018;Kösa & Kalay, 2018;Kurtuluş & Uygan, 2010;Martín-Dorta et al, 2008;Šafhalter, Vukman, & Glodež, 2016;Toptaş et al, 2012;Uygan & Kurtuluş, 2016). However, there is also a research (Shavalier, 2004) which could not prove the effect of computer-aided design and modeling activities on the spatial ability.…”

Section: The Effect Of 3d Modeling Activities On the Spatial Abilitymentioning

confidence: 99%

“…According to many studies in the literature, it is possible to develop spatial abilities through appropriate training activities (e.g. Alkan & Erdem, 2011;Baki, Kösa, & Güven, 2011;Demirkaya & Masal, 2017;Güven & Kösa, 2008;Kösa & Kalay, 2018;Kösa & Karakuş, 2018;Kurtuluş & Uygan, 2010;Olkun, 2003;Rafi, Anuar, Samad, Hayati, & Mahadzir, 2005;Sorby, 1999;Sorby & Baartmans, 2000;Uygan & Kurtuluş, 2016).…”

mentioning

confidence: 99%

“…Computer-aided 3D design and modeling programs, which have become widespread in recent years, offer significant opportunities for the development of spatial ability. It has been reported that the 3D modeling activities using SketchUp software have improved the spatial abilities of engineering students (Martín-Dorta, Saorín, & Contero, 2008), pre-service mathematics teachers (Kurtuluş & Uygan, 2010;Uygan & Kurtuluş, 2016), 8th grade students (Toptaş, Çelik, & Karaca, 2012), the 3D modeling and design activities using Tinkercad software have improved the spatial abilities of 6th grade students (Dere, 2017) and design activities using AutoCAD software have improved the spatial abilities of engineering students (Kösa & Karakuş, 2018) in researches conducted to improve spatial abilities.…”

mentioning

confidence: 99%

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The Effect of Computer-Aided 3d Modeling Activities on Pre-Service Teachers’ Spatial Abilities and Attitudes Towards 3d Modeling

Benzer

Yıldız

2019

JBSE

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The computer-aided 3D modelling which is one of the innovative technologies can offer great opportunities to improve students' skills. The aim of this research was to examine the effects of computer-aided 3D modeling activities on pre-service teachers’ spatial abilities and attitudes towards 3D modeling and the relevant course. The study group of the research was composed of 55 pre-service IT teachers at a state university in Turkey. The research was carried out in quasi-experimental design based on pre-post test model. The experimental research was carried out with the experimental group for 14 weeks. During the 3D modeling learning/teaching process, a five-stage education framework based on problem-based and project-based learning approaches was used. "Purdue Visualization of Rotations Test" and "Attitude Scale towards 3D Modeling and 3D Modeling Course" were used as data collection tools in the research. As a result, it was found out that computer-aided 3D modeling activities improved the spatial abilities of pre-service teachers also increased their attitudes towards 3D modeling and the course. It was concluded that the education of computer-aided three-dimensional modeling offers important opportunities to improve spatial abilities. Keywords: 3D modeling education, 3D modeling, 3D modeling attitude, pre-service teachers, spatial ability.

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Section: The Effect Of 3d Modeling Activities On the Spatial Abilitymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Effect of Computer-Aided 3d Modeling Activities on Pre-Service Teachers’ Spatial Abilities and Attitudes Towards 3d Modeling

Benzer

Yıldız

2019

JBSE

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“…In the first section, students were taught to learn using Sketchup online; a powerful tool to visualize structural elements for the robot. The basic operations for drawing a 3D model have been presented to students; after few hours, some students felt more interested for drawing some items of their daily life, this experience resulted in agreement with reports in literature, it allowed developing student's creativity and spatial imagination using a 3D dimension environment .…”

Section: The Line Following Robot Activitymentioning

confidence: 56%

An ultra‐low cost line follower robot as educational tool for teaching programming and circuit's foundations

Pérez

López

2018

Comp Applic In Engineering

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In this paper, an ultra low‐cost line following robot is presented. The robot is developed through the integration of free educational software and low cost electronics and mechanical devices with the aim of been used as a teaching and learning tool to increase the students confidence/performance and interest in engineering areas. The cost for building this robot‐based educational tool and its related activities is less than 25 USD. Students were encouraged for building its own unique designs using cardboard and open‐source software and hardware. The activities promoted the increase in knowledge and developed student's technical skills such as the use of electronic circuits and sensors, three dimension designs, learning to programming animations and microcontrollers, building self‐made structural and mechanical elements using cardboard and the use of the Bluetooth protocol to achieve the interconnection of devices through the use of an Android based Smartphone. The activities have been developed to allow students to apply and test their own ideas and concepts for solving problems through the computational thinking process and finding digital solutions through programming microcontrollers, all of them in the frame of the maker movement and the inclusion of the arts in the science, technology, engineering and mathematics (STEM) education. The results of confidence/performance and interest evaluation tests allowed to identify the main areas of gain knowledge and the increasing interest in the engineering fields presented in this work.

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“…For this iteration, eight seventh graders were selected from high, average and low spatial ability students in order to provide diversity in groups by and so constitute a sample which represents all levels of spatial ability. In this iteration, students were grouped in accordance with their scores in the Purdue Spatial Visualization Test (PSVT), which was developed by Guay (1977) and adapted in Turkish language by Uygan and Kurtuluş (2016). The PSVT was used as an indicator of students' spatial abilities.…”

Section: Methodsmentioning

confidence: 99%

An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development

Özçakır¹,

Çakıroğlu

2021

EUR J SCI MATH ED

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Previous research claimed that integration of augmented reality on educational settings helps to improve academic achievement of students in collaborative learning environments, as well as to improve their retention and ability to translate this within other environments. Since augmented reality is still considered relatively novel technology in educational fields, there is an inherent need for research-based guides to design effective and feasible augmented reality tools for school-based learning. The main aim of this study was therefore to design and develop an augmented reality learning toolkit to foster spatial ability in middle school students using mobile devices. The study was conducted in two parts, as preliminary research and a prototyping phase. The findings guided the characteristics for designing an augmented reality learning toolkit with a set of spatial tasks aimed at middle school students. In light of the results, it can be inferred that the students were able to use this designed toolkit to perform their spatial ability through given spatial tasks since the students encountered no technical difficulties with the final toolkit prototype, and that they were able to use the toolkit assuredly. In conclusion, the study showed that augmented reality seemed helpful in enhancing the usage of mobile devices, not just for the reading of books, communication or playing games, but also as a support mechanism for the learning of mathematics. Thus, the augmented reality toolkit developed in this study presents a new way for students and/or teachers to use mobile devices in the learning and teaching of mathematics.

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Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers

Cited by 17 publications

References 20 publications

The Effect of Computer-Aided 3d Modeling Activities on Pre-Service Teachers’ Spatial Abilities and Attitudes Towards 3d Modeling

The Effect of Computer-Aided 3d Modeling Activities on Pre-Service Teachers’ Spatial Abilities and Attitudes Towards 3d Modeling

An ultra‐low cost line follower robot as educational tool for teaching programming and circuit's foundations

An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development

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