The Effects of an Instruction Using Geologic Planar Figures on High School Students’ Ability of Spatial Visualization and Geologic Spatial Ability

Abstract

The purpose of this study was to investigate the effects of an instruction using geologic planar figures on high school students` ability of spatial visualization and geologic spatial ability and also to explore its applicability as an instructional strategy through the investigation of students` perception about the instruction using mixed methodology. For this purpose, we developed 10 planar figures of geologic structures (2 horizontal layers, 2 vertical layers, 4 angular layers, 1 fault, and 1 fold), and tested students` spatial visualization ability and geologic spatial ability before and after the implementation in class. In addition, in order to investigate students` perception on the instruction, we conducted quantitative research using questionnaires comprised of the cognitive and the affective domain, and followed by focus group interview that was conducted to obtain deeper understanding of their perception. Findings revealed that the instruction using geologic planar figures was effective to enhance spatial visualization ability and geologic spatial ability. It was also helpful for students to enhance their ability to perceive the spatial configuration of the geologic structures as well as the ability to penetrate visually into the images of the structures. The results of the students` perception on the instruction showed that the students recognized the instruction using geologic planar figures as a strongly positive teaching method both in the cognitive and affective domain. We concluded that geologic planar figures could be used as an effective tool for the lesson of `mapping and interpreting of geological map`, and be highly applicable for the advanced class in high schools.