共查询到20条相似文献，搜索用时 46 毫秒
1.
Anne U. Gold Philip M. Pendergast Carol J. Ormand David A. Budd Karl J. Mueller 《International Journal of Science Education》2013,35(18):2205-2225
ABSTRACTSpatial reasoning is a critical skill in the Geosciences. Using a randomized control study with 592 undergraduate students enrolled in introductory and advanced Geology courses, our data indicates that regular, short interventions throughout an academic semester improve students’ spatial thinking skills significantly with a moderate to large effect size when compared to an instruction-as-usual control group. We found evidence for additional gains in students who participated also in hands-on training interventions. We found even larger training effects on students who achieved correct scores of >50% on the practice modules, with gains of almost three-quarter of a standard deviation relative to their baseline scores. Male and female students display significant differences in spatial skills, with males outperforming females. Training resulted in similar magnitudes of improvement in both genders, so we see no evidence that the interventions closed the gender gap. Using the initial performance as a baseline, poor performers’ spatial skills appear to improve through practice at the same rate as their peers. We argue that 15.4% of students improve their spatial skills through participation in the training towards a threshold that appears to be critical for participation in STEM careers. On a reflection survey, half of the students reported that they felt their spatial thinking skills improved through their participation, and over a third found the training beneficial for their overall learning in Geology or other classes. We hypothesise that formal training opportunities for spatial reasoning could increase the potential pool of students who successfully enter and succeed in Geoscience careers. 相似文献
2.
Relational reasoning, a higher-order cognitive ability that identifies meaningful patterns among information streams, has been suggested to underlie STEM development. This study attempted to explore the potentially unique contributions of four forms of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis) to mathematical problem solving. Two separate samples, fifth graders (n = 254) and ninth graders (n = 198), were assessed on their mathematical problem solving ability and the different forms of relational reasoning ability. Linear regression analysis was conducted, with participants’ age, working memory, and spatial skills as covariates. The results showed that analogical and antithetical reasoning abilities uniquely predicted mathematical problem solving. This pattern demonstrated developmental stability across a four-year time frame. The findings clarify the unique significance of individual forms of relational reasoning to mathematical problem solving and call for a shift of research direction to reasoning abilities when exploring dissimilarity-based relations (opposites in particular). 相似文献
3.
Anton J.H. Boonen Menno van der SchootFloryt van Wesel Meinou H. de VriesJelle Jolles 《Contemporary educational psychology》2013
Two component skills are thought to be necessary for successful word problem solving: (1) the production of visual-schematic representations and (2) the derivation of the correct relations between the solution-relevant elements from the text base. The first component skill is grounded in the visual–spatial domain, and presumed to be influenced by spatial ability, whereas the latter is seated in the linguistic–semantic domain, and presumed to be influenced by reading comprehension. These component skills as well as their underlying basic abilities are examined in 128 sixth grade students through path analysis. The results of the path analysis showed that both component skills and their underlying basic abilities explained 49% of students’ word problem solving performance. Furthermore, spatial ability and reading comprehension both had a direct and an indirect relation (via the component skills) with word problem solving performance. These results contribute to the development of instruction methods that help students using these components while solving word problems. 相似文献
4.
We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10–9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children’s later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed. 相似文献
5.
Yoon Jeon Kim Mariah A. Knowles Jennifer Scianna Grace Lin José A. Ruipérez-Valiente 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):355-372
Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills.
Practitioner notes
What is already known about this topic:- Digital games can be a powerful context to support and assess student learning.
- Games as assessments need to meet certain psychometric qualities such as validity and generalizability.
- Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.
- How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.
- How to evaluate psychometric qualities of game-based assessment using learning analytics techniques.
- Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment.
- Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning.
- More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.
- Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.
6.
Carlos O. Calderón-Tena 《Educational Psychology in Practice》2016,32(2):107-121
This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that calculation complexity was predicted by long-term retrieval and working memory; calculation fluency was predicted by perceptual processing speed, phonetic coding, and visual processing; problem solving was predicted by fluid reasoning, crystallised knowledge, working memory, and perceptual processing speed. Younger students’ problem solving skills were more strongly associated with fluid reasoning skills, relative to older students. Conversely, older students’ problem solving skills were more strongly associated with crystallised knowledge skills, relative to younger students. Findings are consistent with the theoretical suggestion that broad cognitive processes play specific roles in the development of mathematical skills among children and adolescents. Implications for educational psychologists are discussed. 相似文献
7.
《Contemporary educational psychology》2013,38(3):159-169
Working memory is related to children’s ability to solve analogies and other inductive reasoning tasks. The aim of this study was to examine whether working memory also plays a role in training and transfer effects of inductive reasoning in the context of a short training procedure within a pretest-training-posttest-transfer design. Participants were 64 children, aged 7–8 years (M = 7.6 years; SD = 4.7 months). All of the children were pre-tested on inductive reasoning and working memory tasks. The children were trained in figural analogy solving according to either the graduated prompts method or practice without feedback. The children were then post-tested on the trained task and three additional inductive reasoning measures. Regression models revealed that visuo-spatial working memory was related to initial performance on each of the inductive reasoning tasks (r ≈ .35). Children’s improvement from pretest to posttest in figural analogy solving, as measured with item response theory models, was somewhat related to visuo-spatial WM but not verbal WM scores or pretest scores. Furthermore, transfer of reasoning skills to an analogy construction task was related to initial ability, but not working memory; transfer to two inductive reasoning tasks with dissimilar content was not apparent. Performance change and ability to transfer trained skills to new tasks are not often used in psycho-educational assessment but may be separate constructs indicative of children’s learning and change. 相似文献
8.
Few studies have examined the long-term relations between children's early spatial skills and their later mathematical abilities. In the current study, we investigated children's developmental trajectories of spatial skills across four waves from age 3–7 years and their association with children's later mathematical understanding. We assessed children's development in a large, heterogeneous sample of children (N = 586) from diverse cultural backgrounds and mostly low-income homes. Spatial and mathematical skills were measured using standardized assessments. Children's starting points and rate of growth in spatial skills were investigated using latent growth curve models. We explored the influence of various covariates on spatial skill development and found that socioeconomic status, language skills, and sex, but not migration background predicted children's spatial development. Furthermore, our findings showed that children's initial spatial skills––but not their rate of growth––predicted later mathematical understanding, indicating that early spatial reasoning may play a crucial role for learning mathematics. 相似文献
9.
H. Lee Swanson Cathy Lussier Michael Orosco 《Learning disabilities research & practice》2013,28(4):170-183
This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general‐heuristic (e.g., underline question sentence), visual‐schematic presentation (diagrams), general‐heuristic + visual‐schematic, and an untreated control. When compared to the control condition that included children with MD, an advantage at posttest was found for children with MD for the visual‐schematic‐alone condition on measures of problem solving and calculation accuracy, whereas all strategy conditions facilitated posttest performance in correctly identifying problem solving components. The results also suggested that strategy conditions drew upon different cognitive resources. The General‐heuristic condition drew primarily upon the executive component of working memory (WM), Visual‐schematic condition drew upon the visual component of WM and the combined strategies condition drew upon number processing skills. 相似文献
10.
Spatial skills are important for student success in STEM disciplines at the K‐12 educational level. Teachers' spatial skills and feelings about completing spatial tasks influence their teaching as well as their students' spatial learning. However, the relation between teachers' spatial skills and their spatial anxiety is not well understood. Here we investigated if teachers' spatial skills influence two kinds of small‐scale spatial anxiety: (a) anxiety for tasks involving visual imagery and (b) anxiety for tasks involving mental manipulations. In addition, we investigated if teachers' spatial skills in conjunction with their small‐scale spatial anxiety influence the integration of spatial practices, such as gestures and diagrams, into their teaching. Eighty‐two K‐12 teachers completed two subscales of small‐scale spatial anxiety, a measure of spatial skills, and a teaching activities questionnaire. Results indicate that teachers' spatial skills are negatively associated with their spatial anxiety for mental manipulation tasks, and positively associated with their use of spatial practices. These findings highlight the need to account for teachers' spatial skills when considering how to improve students' spatial learning. 相似文献
11.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
12.
Harrison J. Kell & David Lubinski 《Roeper Review》2013,35(4):219-230
For over 60 years, longitudinal research on tens of thousands of high ability and intellectually precocious youth has consistently revealed the importance of spatial ability for hands-on creative accomplishments and the development of expertise in science, technology, engineering, and mathematical (STEM) disciplines. Yet, individual differences in spatial ability are seldom assessed for educational counseling and selection. Students especially talented in spatial visualization relative to their status on mathematical and verbal reasoning are particularly likely to be underserved by our educational institutions. Evidence for the importance of assessing spatial ability is reviewed and ways to utilize information about individual differences in this attribute in learning and work settings are offered. The literature reviewed stresses the importance of spatial ability in real-world settings and constitutes a rare instance in the social sciences where more research is not needed. What is needed is the incorporation of spatial ability into talent identification procedures and research on curriculum development and training, along with other cognitive abilities harboring differential—and incremental—validity for socially valued outcomes beyond IQ (or, g, general intelligence). 相似文献
13.
What strategies do high school students use when solving chemistry problems? The purpose for conducting this study was to determine the general problem-solving skills that students use in solving problems involving moles, stoichiometry, the gas laws, and molarity. The strategies were examined for success in problem solving for 266 students of varying proportional reasoning ability, using interviews incorporating the think-aloud technique. Data were coded using a scheme based on Polya's heuristics. Results indicated that successful students and those with high proportional reasoning ability tended to use algorithmic reasoning strategies more frequently than nonsuccessful and low proportional reasoning students. However, the majority of all students solved the chemistry problems using only algorithmic methods, and did not understand the chemical concepts on which the problems were based. 相似文献
14.
Studies have indicated the important impact of spatial abilities on science, technology, engineering, and mathematics (STEM) achievement. However, little is known about the predictors of individual differences in the growth trajectory of spatial ability. Children’s interest in learning activities plays a significant role in their ability development in literacy, math, and science. Therefore, the current study explored the role of children’s interest in spatial activities in their spatial ability development. We hypothesized that children’s interest in spatial activities would positively predict both the initial level and subsequent growth rate of spatial ability. The spatial ability of 197 Hong Kong preschool children (mean age = 52.72 months and SD = 3.30 months in the first wave of spatial ability assessment [Time 1]) was assessed four times over a two-year period, using a visual–spatial skills task. Their mothers ranked the children’s interest in various activities from 1 (most interested) to 13 (least interested) at Time 1. A growth curve analysis was performed to examine the relationships between interest in spatial activities at Time 1 and initial level and subsequent growth of spatial skills, controlling for parents’ expectations concerning spatial development, children’s interest in art activities, and demographics. The results showed that children’s interest in spatial activities significantly predicted their spatial ability growth (β = 0.252, p = .042), explaining 5.7% of the variance in growth, but was unrelated to the initial level of spatial skills. This finding highlights the importance of preserving and enhancing young children’s interest in spatial activities, among other activities, for the development of their spatial abilities. 相似文献
15.
Beth M. Casey Eric DearingAlana Dulaney Miriam HeymanRemy Springer 《Early childhood research quarterly》2014
The present study addresses girls’ (6–7-year-olds; N = 162) early spatial and arithmetic skills within the context of learning environments provided by their mothers. The study was designed to determine the relationship between maternal supportive interactions on a joint origami spatial problem-solving task and their first grade daughters’ spatial and arithmetic skills. During home visits the mothers and daughters were videotaped jointly solving origami tasks with maternal supportive interactions assessed through ratings of maternal stimulation of cognitive development and maternal quality of assistance; the girls were separately assessed in school on spatial and arithmetic skills. Using structural equation modeling, the main findings were (1) maternal supportive interactions on a mother–child origami task mediated the relation between mothers’ spatial skills/educational level and their daughters’ spatial skills and (2) their daughters’ spatial skills in turn mediated the relation between quality of maternal supportive spatial interactions and the daughters’ arithmetic achievement. The present findings indicate the importance of early maternal supportive interactions relating to spatial problem solving for girls’ spatial and arithmetic achievement. Furthermore, all pathways linking girls’ home environments and arithmetic skills were mediated through the girls’ spatial skills, suggesting that for young girls, development of early spatial skills may be important for effective arithmetic learning. 相似文献
16.
对由会计典型工作任务转化成的会计岗位课程体系实施“教学做一体化”教学模式,可以使学生在得到动手能力训练,掌握会计核心技能与方法的同时,也培养了学生的自主学习能力、团队合作精神以及发现、分析和解决问题的能力. 相似文献
17.
This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (N = 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation prompts during subsequent practice, critical thinking instruction with activation prompts during subsequent practice, or no critical thinking instruction or prompts (control). In all conditions, practice was a within-subjects factor, some task categories present in the test were practiced on a business case, others were not. Participants in the instruction conditions significantly outperformed participants in the control condition on the immediate and delayed post-test, but only on the practiced task categories – with the exception of the self-explanations condition, which also showed a better performance than the control condition on not-practiced categories, though only on the immediate post-test. Dispositions (i.e., Actively Open-minded Thinking and Need for Cognition) predicted reasoning skills at pre-test but did not interact with instructions on post-tests performances. 相似文献
18.
Eric Dearing Beth M. CaseyColleen M. Ganley Miriam TillingerElida Laski Christine Montecillo 《Early childhood research quarterly》2012
The present study addressed girls’ (N = 127) early numerical and spatial reasoning skills, within the context of a critical environment in which these cognitive skills develop, namely their homes. Specifically, proximal links between distal family socioeconomic conditions and first-grade girls’ arithmetic and spatial skills were examined (mean age = 6.72 years; SD = .34). The proximal roles of two factors were considered: the general learning characteristics of girls’ homes, and the kinds of math and spatial learning activities in which girls participated. General quality of the home learning environment and specific math activities mediated the relation between family socioeconomics and girls’ arithmetic skills. In contrast, socioeconomics and home learning experiences were related to girls’ spatial skills indirectly only through their verbal skills; spatial activities were not proximal predictors of spatial skills. For both arithmetic and spatial skills, mothers’ spatial skills were a strong predictor. Future research and intervention implications of these findings are discussed. 相似文献
19.
Pnina S. Klein Esther Adi-Japha Simcha Hakak-Benizri 《Educational Studies in Mathematics》2010,73(3):233-246
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child
mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s
mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences
were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However,
mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different
processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to
be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child
interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other
forms of mathematics communication and teaching. 相似文献
20.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills. 相似文献