EXPLORING VISUOSPATIAL THINKING IN LEARNING ABOUT MINERALOGY: SPATIAL ORIENTATION ABILITY AND SPATIAL VISUALIZATION ABILITY |
| |
| Authors: | Gokhan Ozdemir |
| |
| Institution: | (1) Chemistry Department, Faculty of Mathematics and Science, State University of Malang, Indonesia, Jl. Surabaya 6, Malang, East Java, 65145, Indonesia;(2) Faculty of Education, Okayama University, Okayama, Japan |
| |
| Abstract: | This mixed-method research attempted to clarify the role of visuospatial abilities in learning about mineralogy. Various sources
of data—including quantitative pre- and postmeasures of spatial visualization and spatial orientation tests and achievement
scores on six measures and qualitative unstructured observations, interviews, and field trip notes—were utilized to document
the abilities and learning of 27 university students. Results indicated that (a) some students had initial difficulty with
certain visual concepts, such as 3D crystal models, symmetry elements, mirror symmetry, rotation, inversion, and combination
of symmetry elements while they were learning about mineralogy; (b) learning about mineralogy and spatial ability are two
interrelated components; while the mineralogy course improved students’ spatial ability, their existing spatial abilities
had a strong influence on facilitating mineralogy learning; and (c) spatial visualization skill is a better predictor of mineralogy
achievement than spatial orientation skill. While the discussions highlighted the role of visuospatial thinking in learning
about mineralogy, it is argued that researchers and curriculum developers should focus on the productive role of visuospatial
thinking in learning about science. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
