Spatial abilities of high-school students in the perception of geologic structures

Abstract

The specific spatial abilities required for the study of basic structural geology were characterized by quantitative and qualitative data analysis. A geologic spatial ability test (GeoSAT) was developed and administered to 115 comprehensive high-school students. Six of these students were interviewed. An analysis of students' incorrect answers revealed two types of answers: (a) nonpenetrative answers, which were based on external exposures of the structure; and (b) penetrative answers, which indicated attempts at representing internal properties of the structure. Students who tended to give penetrative incorrect answers performed significantly higher than students who tended to give nonpenetrative incorrect answers. The reasoning of students for these types of answers, as determined by interviews, supported the initial assumption that these answers were given by students with different levels of ability mentally to penetrate the image of a structure, which was named visual penetration ability (VPA). The interview findings indicated that the VPA is one of two complementary factors needed to solve the problems of GeoSAT; the other factor is the ability to perceive the spatial configuration of the structure. It is concluded that the teaching and learning process should provide students with assistance in both of these areas. 1.What are the typical answers students give in solving such problems? 2. What are students' reasoning behind different types of answers? 1. Cross-section subtest, including four problems which require drawing cross-sections of structures presented as block diagrams (Figure la). 2. Completion subtest, including four problems which require completing block diagrams that reveal only a single face (Figure 1 b). Construction subtest, including five problems in which two cross-sections and theirlocation on a very simplified geologic map are given. The students are required to draw a third cross-section at a specified location on the map (Figure lc).Each subtest is based on the same geologic structures, which include inclined flat layers, two types of horizontal folds (upright synclinal and anticlinal), and a plunging anticlinal fold (Figure 2).The test includes an instruction sheet, which gives an illustrated explanation of the concept cross-secrion, designed for non-earth sciences students. In addition, the following guidelines are listed:1. The problems might have more than one correct answer. 2. The layers are continuous and have consistent thicknesses. 3. The block diagrams can be regarded as cut out of larger three-dimensional structures.

Design, Implementation, and Evaluation of GIS-Based Learning Materials in an Introductory Geoscience Course

“…Research has shown that the ability to visualize and think in two-and three-dimensions is an asset to successfully interpreting many science concepts, especially in earth science (Chadwick, 1978;Kali and Orion, 1996). Spatial ability in all students can be significantly improved by manipulating imagery (Kali, et.al., 1997), as is done with a GIS.…”

Przegląd badań nad związkami zdolności przestrzennych z kompetencjami z nauk ścisłych uczniów i studentów

“…W fizyce poziom zdolności do wizualizacji przestrzennej determinuje wykonanie takich zadań fizycznych z kinematyki, jak przewidywanie dwuwymiarowego ruchu obiektów czy rozumienie i interpretacja wykresów kinematycznych oraz różnych układów odniesienia (Kozhevnikov, Motes i Hegarty, 2007). W geografii wyobrażenie sobie transformacji w czasie i w przestrzeni struktur geologicznych wymaga udziału zdolności przestrzennych (Kali i Orion, 1996). Rozumienie map konturowych i topograficznych, map frontów atmosferycznych, zdjęć satelitarnych czy proporcji układu sło-necznego także wiąże się z poziomem zdolności przestrzennych, a zwłaszcza z poziomem zdolności do rotacji mentalnej (Black, 2005).…”

An Analysis of 10th Grade Students' Understanding of Concepts about the Plates' Motions according to the Level of Spatial Ability

“…즉 학생들의 판구조론과 관련된 여러 현상 이해를 위한 구체적 비유물을 활용한 연구 (이지은 외, 2003) 로서 판구조론 개념을 맥락으로 진행된 연구들, 정보 통신기술(ICT)을 활용한 과학 탐구능력 및 정의적 영역의 효과에 관한 연구 (정진우 외, 2004), 판 경계 부에 대한 이해의 유형을 비교한 연구 (박수경, 2009; 정구송, 2009), 판 구조론에 대한 오개념을 분석한 연구 (정경진 외, 2007; 최성철과 안건상, 2008)에 그 치고 있다. 특히 학생들이 직접 경험하지 못하고, 경험적 공간 의 한계를 넘어서는 다양한 개념들, 지구의 내부 구 조, 지질구조, 판의 운동과 판 경계부 등 판구조론에 관련된 개념들의 이해는 공간능력의 발달과 매우 밀 접하게 연관되고 있음이 알려지고 있다 (Black, 2005;Burton and Mattietti, 2011;Pretty and Rule, 2008;Self and Golledge, 1994;Titus and Horsman; (Kali and Orion, 1996), 지하수와 관련된 개 념을 연구하거나 (정진우 외, 2009;Pretty and Rule, 2008), 층서와 시간의 관련 개념을 조사한 연구 (Burton and Mattietti, 2011), 판의 분포와 판의 경계부에 대 한 오개념을 조사한 연구 (정경진 외, 2007 Table 3. Nonpaired t-test of achievement of plates' motion between two different groups …”