Spatial Thinking Ability Research Articles

THE URGENCY OF MAP LITERACY AND SPATIAL THINKING FOR URBAN SOCIETY

The development of maps is directly proportional to the rapid advance of information and communication technology. Map becomes a tool to support a wide range of human activities, especially for urban societies. Various professions, daily mobility and lifestyle use map as a tool. It makes map literacy, for urban society, a must-have skill in order to live more effectively and efficiently. Map literacy is believed to have an interrelationship with spatial thinking. This ability gave a chance to build space literacy required by the urban people to adapt, act, behave and make decisions within the context of space. From the perspective of dynamic spatial changes and the complex problems of urban areas, it is necessary for urban society to have excellent map literacy and spatial thinking skills. Both of these abilities will reduce burden of urban society in their activity. Map literacy and spatial thinking are very good to build from early age. When children are already capable of abstract thinking, that's a good time to develop them. One way to build spatial literacy and thinking skills is to put it into school learning process. Social Science as a subject has a strategic position in developing that ability. This article examines the importance of map literacy and the ability to think spatially for urban society of the results of the literature study and previous research. The discussion in this article started from the various urban problems associated with space, then defined map literacy and spatial thinking ability and the role of Social Studies in developing both of these abilities. Article visualizations:

Pilot Study Using the Augmented Reality Sandbox to Teach Topographic Maps and Surficial Processes in Introductory Geology Labs

ABSTRACTSpatial thinking is often challenging for introductory geology students. A pilot study using the Augmented Reality sandbox (AR sandbox) suggests it can be a powerful tool for bridging the gap between two-dimensional (2D) representations and real landscapes, as well as enhancing the spatial thinking and modeling abilities of students. The AR sandbox involves a real box of sand with virtual contour lines and a water flow model created using a three-dimensional (3D) scanning camera, visualization software, and a projector. It was used in undergraduate, physical geology courses to teach topographic maps and surficial features and processes. The instructor demonstrated topographic concepts (contour lines, topographic profiles, etc.), and students engaged in model building of coastal and fluvial environments (drainage basins, cutoffs, longshore transport, sea-level rise, spits, flooding, etc.). The virtual water flow model was used to illustrate water flow dynamics on surface features. With the AR sandbox connected to a computer monitor, students could simultaneously see 3D landscapes in the sandbox and their corresponding 2D images on the monitor. Students used camera phones to capture landscape models they built and submitted them via e-mail for grading. Exit surveys indicated students were overwhelmingly positive (97%) in their perception of how the AR sandbox improved their understanding of learning objectives. They also preferred AR sandbox activities when compared to traditional laboratories that used only topographic maps. Effective classroom use of the AR sandbox required developing student-modeling exercises that took advantage of real-time feedback, virtual water, and physical modeling activities. While data are limited and more research is needed, real-time feedback on student models by both the students and the instructor suggests sandbox models are particularly useful for dispelling student misconceptions.

Facilitating spatial thinking in world geography using Web-based GIS

Advocates for geographic information system (GIS) education contend that learning about GIS promotes students’ spatial thinking. Empirical studies are still needed to elucidate the potential of GIS as an instructional tool to support spatial thinking in other geography courses. Using a non-equivalent control group research design, this study examines the effect of using Web-based GIS in a world geography course on the development of students’ spatial thinking abilities. The findings indicate that Web-based GIS activities implemented in this study significantly enhanced students’ spatial thinking skills.

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.

The Relation of Multiple Intelligences and Spatial Perception with Performance in Geography Education

This pilot research was conducted in order to examine the impact of students’ and teachers’ multiple intelligences and spatial perception on students’ performance in geography, and their attitude towards the lesson. The sample was 86 students and 4 teachers in the 6th grade from both a pilot school and a traditional school in Athens. In this paper we present the results from the survey (validated and evaluated for their reliability), which indicated that: 1) There is inefficient geographic knowledge, 2) Most students seem to have lowly developed spatial thinking abilities. In a spatial perception test, they only demonstrated high records in the questions concerning the plan views and the orientation, 3) Geography is considered as a less important subject, 4) The majority of students and teachers had moderate or negative attitudes towards geography, 5) Children with higher spatial thinking abilities had better performance in geography, 6) Spatial intelligence correlated with all types of intelligence, apart from musical, 7) Statistically, no difference between the students’ attitude and spatial thinking was determined based on the type of school.

Components and Determinants of Spatial Thinking Abilities

Components and Determinants of Spatial Thinking Abilities

Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results

This article discusses use and modification of Lee and Bednarz’s (2012) Spatial Thinking Ability Test (STAT) as a spatial thinking assessment device in Rwandan secondary schools. After piloting and modifying the STAT, 222 students total from our rural and urban test schools and one control school were tested. Statistical analysis revealed that urban test school students outperformed rural test school students and that males outperformed females. Also observed were significant differences in performance for particular STAT question categories that can be used to inform strategies for spatial thinking curricular development and further modifications to the STAT in other contexts.

The Effect of Teaching Geometry Which is Differentiated Based on the Parallel Curriculum for Gifted/Talented Students on Spatial Ability

The purpose of this research is to evaluate the effects of teaching geometry which is differentiated based on the parallel curriculum for gifted/talented students on spatial ability. For this purpose; two units as Polygons and Geometric Objects of 5th grade mathematics book has been taken and formed a new differentiated geometry unit. In this study, pretest and posttest designs of experimental model were used. The study was conducted in Istanbul Science and Art Center, which offers differentiated program to those who are gifted and talented students after school, in the city of Istanbul and participants were 30 students being 15 of them are experimental group and the other 15 are control group. Experimental group students were underwent a differentiated program on Polygons and Geometric Objects whereas the other group continued their normal program without any differentiation. Spatial Ability Test developed by Talented Youth Center of John Hopkins University was used to collect data. Above mentioned test was presented to both groups of the study. Collected data was analyzed by Mann Whitney-U and Wilcoxon Signed Rank Test which is in the statistics program. It is presented as a result of the study that the program prepared for the gifted and talented students raised their spatial thinking ability.

Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test

This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied to identify underlying spatial thinking components and to evaluate the construct validity of the STAT. Spatial components identified through factor analysis only partly coincided with spatial concepts used to develop the questions that compose the STAT and with the components of spatial thinking hypothesized by other researchers.

Effect of GIS Learning on Spatial Thinking

A spatial-skills test is used to examine the effect of GIS learning on the spatial thinking ability of college students. Eighty students at a large state university completed pre- and post- spatial-skills tests administered during the 2003 fall semester. Analysis of changes in the students' test scores revealed that GIS learning helped students think spatially. These improvements were the result of the connection between students' GIS activities and experiences and the tested spatial thinking skills. Strong correlations were observed between the participants' spatial thinking and their achievement in the GIS course.

A comparison of the development of spatial conceptual abilities of students from two cultures

AbstractEfforts are underway to determine if there are any ways unique to Navajo thinking and thus to the way that they might learn. Studies have shown a consistent lag in achievement levels for Native Americans. The purpose of this investigation was to examine spatial thinking abilities of sixth and tenth grade students from 2 locales—a school on the Navajo Reservation and schools in Mesa, Arizona. A battery of 10 Piagetian‐type tasks were administered individually to the subjects. A chi‐square one sample procedure was used to test for significant differences between subsamples at each grade level. Significant differences were detected for two of the tasks at the sixth grade level, and one task at the tenth grade level. The overall findings of this study support the contention that there were no substantial time delays or advances in the development of selected spatial abilities of Navajo sixth and tenth grade students compared to those of parallel non‐American Indian students. The concern of modifying instruction in science courses in order to adapt them to supposed 'different' spatial structures possessed by Navajo students appears to be unfounded.