Examining Differences Between Preteen Groups’ Spatial-Scientific Understandings: A Quasi-experimental Study

Wilhelm, Jennifer; Jackson, Christa; Sullivan, Amber; Wilhelm, Ronald

doi:10.1080/00220671.2012.753858

Cited by 18 publications

(23 citation statements)

References 7 publications

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“…A convincing body of research has documented the contribution of spatial reasoning skills to performance on STEM assessments and in disciplines like physics, engineering, and chemistry that require 2D and 3D visualization, mental rotation reasoning, and perspective taking [3,4,[6][7][8][9][10]. Janelle et al [5] call for more research on ways to foster spatial sense making for students so that the gated STEM community might be opened to all students.…”

Section: Spatial Reasoning In the Science Disciplinesmentioning

confidence: 99%

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How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

Wilhelm

Cole

Cohen

et al. 2018

Phys. Rev. Phys. Educ. Res.

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[This paper is part of the Focused Collection on Astronomy Education Research.] We examined teachers' spatial-scientific reasoning and the alternative conceptions they held regarding Earth-space content. While participating in a professional development (PD) workshop, teachers engaged in an integrated mathematics and science project-based unit designed to foster spatial reasoning and improve lunar-related conceptual understanding. The Purdue Spatial Visualization Test-Rotation (PSVT-Rot) and the Lunar Phases Concept Inventory (LPCI) were used to assess understanding. We found the teachers held similar alternative conceptions as their students. Moreover, we discovered that teachers had limited understanding of the EarthMoon-Sun scale, motions, and geometric configurations. To determine how teachers' spatial-scientific confidence and ability translated to their classroom practice, we videotaped and analyzed instruction conducted by 6 teachers on an Earth-space lesson. Two teachers with the highest spatial-scientific confidence and ability had students achieving significant learning outcomes on both the PSVT-Rot and the LPCI.

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Section: Spatial Reasoning In the Science Disciplinesmentioning

confidence: 99%

“…We define spatial-scientific concepts as those that refer to a learner's sense of scale and proportion, two-and three-dimensional (2D and 3D) visualization skills, perspective taking, and mental rotation. These abilities can influence their alternative understandings associated with astronomical concepts [2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

Wilhelm

Cole

Cohen

et al. 2018

Phys. Rev. Phys. Educ. Res.

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“…Recent research has claimed that well-developed spatial thinking is necessary for understanding many astronomical concepts such as celestial motions and lunar phases (Plummer, 2014;Wilhelm, 2009;Wilhelm et al, 2013). Table 1 outlines claims made over the last 25 years linking spatial ability to scientific understanding especially in the area of astronomy.…”

Section: The Argument For Developing Spatial Skills In Stemmentioning

confidence: 99%

“…We contend that one cannot understand many astronomical concepts without a developed understanding of four specific spatial domains defined as follows (Wilhelm et al, 2013): a) Geometric Spatial Visualization (GSV)-Visualizing the geometric spatial features of a system as it appears above, below, and within the system"s plane; b) Spatial Projection (SP)-Mentally projecting to a different location on an object and visualizing from that global perspective; c) Cardinal Directions (CD)-Distinguishing directions (N, S, E, W) in order to document an object"s vector position in space; and d) Periodic Patterns (PP)-Recognizing occurrences at regular intervals of time and/or space.…”

Section: The Argument For Developing Spatial Skills In Stemmentioning

confidence: 99%

“…This study builds on previous research (Wilhelm, 2009;Wilhelm, Jackson, Sullivan, & Wilhelm, 2013) and examined differences between groups of students" spatial-scientific development from pre to post implementation of an Earth/Space unit. Wilhelm"s (2009; prior research found that students who participated in spatial experiences within an Earth/Space unit made significant gains on lunar-related concepts.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity

Wilhelm

Toland

Cole

2016

Journal of Education in Science, Environment and Health

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To cite this article:Wilhelm, J., Toland, M.D., & Cole, M. (2017). Evaluating middle school students" spatialscientific performance within earth/space astronomy in terms of gender and race/ethnicity. Science, Environment and Health (JESEH), 3(1),[40][41][42][43][44][45][46][47][48][49][50][51] This article may be used for research, teaching, and private study purposes. Journal of Education inAny substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles.The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. Differences were examined between groups of sixth grade students" spatialscientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level modeling approach was used in a hierarchical manner to evaluate student performance on the Purdue Spatial Visualization: Rotation test (PSVT-Rot) and on the Lunar Phases Concept Inventory (which included four spatial domains), while controlling for two variables (gender and race/ethnicity) at the student level and one variable (teaching experience) at the teacher level. Journal of Education in Science, Environment and HealthResults showed Treatment girls achieved higher LPCI Periodic Patterns (PP) spatial domain post-scores than girls in the BAU group. A gender gap was also observed (in favor of boys) within the BAU group for PP domain post-scores, while no gap was shown within the Treatment group. In addition, results for PP suggest Students of Color tended to have lower PP scores than White students (Effect Size = .29), and that higher pretest PP scores tended to lead to higher posttest PP scores, after adjusting for other student and teacher characteristics. The only statistically significant predictor of the PSVT-Rot posttest scores were scores on the respective pretest.

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Learning to think spatially through curricula that embed spatial training

et al. 2022

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Strong spatial skills are foundational in predicting students' performance in science, technology, engineering, and mathematics education. Decades of research have considered the relationship between thinking spatially and how scientists reason and solve problems. However, few studies have examined the factors that influence improvement in students' spatial thinking during their school science curricula. The present study investigates the ThinkSpace curricula—two middle school astronomy units designed to support students' ability to apply the spatial skill of perspective‐taking (PT) while learning to explain lunar phases (3 days) and the seasons (8 days). U.S. students in 6th and 8th grades (N = 877) across four districts participated in the study, completing assessments before and after the ThinkSpace curricula, along with an additional group of students in 6th and 7th grades (N = 172) who participated as a spatial control group. Data collection included multiple‐choice content assessments, PT skill assessments, and interviews (from a sub‐sample of 96 students), before and after instruction. After participating in ThinkSpace curricula, students demonstrated improved spatial thinking within the domain of astronomy, as measured by improved written content assessments, increased application of PT during conceptual interviews, and a general measurement of PT skill. Higher initial PT skill and higher gain in PT skill predicted greater improvement in students' astronomy understanding, even when accounting for their initial content knowledge. Although ThinkSpace students in all demographic groups improved PT skill post‐instruction, 8th graders (who were in districts with lower SES), and females were predicted to have smaller gains in their PT skill than the 6th graders (who were in districts with higher SES) and male students. These findings suggest that middle school students' spatial thinking in science can be improved during their middle school science curricula, but questions remain concerning how to reduce spatial‐learning gaps that are associated with gender and possibly SES.

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Examining Differences Between Preteen Groups’ Spatial-Scientific Understandings: A Quasi-experimental Study

Cited by 18 publications

References 7 publications

How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students

Evaluating Middle School Students’ Spatial-Scientific Performance within Earth/Space Astronomy in Terms of Gender and Race/Ethnicity

Learning to think spatially through curricula that embed spatial training

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