Abstract
The present phenomenological study explores how school students see their childhood toys as facilitator or inhibitor of spatial ability in learning science in the school. Specifically, the aim was to elicit, describe, and analyze the background, perspectives and experiences of the students that contributed in developing their spatial ability. For this purpose, twenty-four students of Grade X who have compulsory science were selected. Upon identifying two groups of high spatial performers and low spatial performers, qualitative techniques were used to gather data. The tools and techniques included personal in-depth interviews, focus group discussion, observations, and think aloud task performances. Data was analyzed through the data explicitation processes suggested by Giorgi, providing textural and structural descriptions from every participant. Quality of engagement with childhood toys emerged as a major themes that marked out the differences between both the groups. This may help stakeholders such as educators, teachers, parents, students, and curriculum developers in understanding the lasting role of childhood toys on development of spatial abilities which influence the learning of school science. Article visualizations:
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